A importância da literatura infantojuvenil para a formação cognitiva na infância e adolescência

Abstract

This work was developed with the aim of reflecting on the importance of children's literature in cognitive formation in childhood and adolescence, thinking about the challenges faced by Brazilian teachers in terms of the objectives of teaching literature. In addition, various studies have shown that, in most cases, teachers only think about literary historiography rather than promoting literary literacy practices and critical reflections that, in turn, contribute to the development of reading, criticality and citizenship as a whole. As a general objective, we propose to reflect on the importance of children's literature for cognitive development in childhood and adolescence. More specifically, we seek to learn about children's literature; analyze the role of the teacher as an agent of literary literacy and explore the contributions of children's literature to the cognitive development of reading. The cognitive processes of reading, interpretation and cognitive meaning of the world are better understood through children's literature, literary literacy and the concept that teachers adopt in their school practices. In this sense, the teaching of literature should be based on literary literacy and critical practices. We opted for a literature review study, with an inductive bias and a qualitative approach. The results point to the need to teach literature from the perspective of critical literary literacy; the teacher as an agent of literacy and the need to expand literary knowledge in students in order to critically construct the subject and citizenship.