Histórias que educam: a literatura infantojuvenil como estratégia didática para a alfabetização

Abstract

This final project aims to contribute to the appreciation of children's literature, through its texts and themes, as a teaching tool for literacy practices, supported by experiences gained during my participation in academic programs at UFPB, developed in elementary school classes. It begins with some specific questions, namely: How can I work with children's literature texts that can contribute to the literacy process of public school children? What texts can be used in elementary school that meet the thematic demands of the programs developed in the Pedagogy program by the Center for Human, Social, and Agrarian Sciences at UFPB, in partnership with schools in the municipality of Bananeiras, Paraíba? Which themes direct the most fruitful reflections for the children involved in these programs? I highlight as justification for this study my participation in Academic Programs at the Federal University of Paraíba, in the Pedagogy Degree Program, Campus III of UFPB, specifically the Pedagogical Residency Program (PRP) and the Extension Scholarship Program (PROBEX), spaces for knowledge production that allowed me to work on excellent texts from Children's and Young Adult Literature that signaled contributions to the literacy process of public school children. Furthermore, the choice of this theme is also due to its contribution to discussions that foster the role of academic programs that develop the practice of storytelling from a literacy and literacy perspective and for education professionals seeking to improve their professional performance. The methodology, in turn, adopts a qualitative, descriptive approach with experience reports; Regarding the research method, the initial procedures revolved around bibliographical research. The authors invited to participate in the dialogue constitute the nature of the conceptual field studied and helped me discuss the issues addressed: Kock and Elias, to discuss the text as a genre; Lajolo and Zilberman, to discuss the historicity of literature abroad and in Brazil; Maltide, to present literature as a suggested activity; Abramovich, to share his experience with literature and conceptualize storytelling, among other authors, such as Walter Bejamin. As a result, it was possible to understand that it is possible to find strategies that facilitate the literacy process in public schools supported by storytelling; by developing themes such as "Folklore," it was also possible to contribute to the appreciation of children's and young adult literature, as a suggestion for teaching in the classroom; Furthermore, it was understood that working with good literary texts that present relevant thematic content undeniably contributes directly to the literacy process, as well as interdisciplinary activities that culminate in the linguistic and social literacy of the children involved. Ultimately, these results demonstrate the "power" of telling a good story, whether from national or universal literature, popular or classical, to children in the classroom. This strengthening is only possible if we allow ourselves the right to understand it as a space for enjoyment, understanding its aesthetic nature, beyond its pedagogical and didactic use in school.