Entre histórias e imaginações: a literatura na educação infantil

Abstract

The theme “Literature" in kindergarten, over the years, was present in several discussions and research, presenting itself as a relevant object of study, in that it seeks to understand this object as a tool in child’s development as well as on the way in which education professionals to envision. In this perspective, this research presents a general objective to understand the importance of literature as a tool for cognitive development and orality in early childhood education. In addition, we will perform a historical survey of children's literature in the Brazilian context, discuss the ways in which literature is addressed in early childhood education classes and analyze the perceptions of educators on the use of literature in classrooms Child Education. For this purpose , we based on studies as Franz (1990), Zilberman (1998) and (1985) , Costa (2013 ) , Vygotsky (2008) , Abramovich (1993) , Walter (2003) , Cramer and Castle ( 2001) , among other scholars who talk about children's literature as a tool facilitating the learning , as well as documents and laws that ensure the child as a citizen , such as the National Curriculum for Early Childhood Education , Law of Guidelines and Bases of Education and the Child and Adolescent . The methodology with qualitative approach had a descriptive character. The survey was conducted through questionnaires with six teachers, two educational institutions (public and private) in the city of Boa Ventura - PB, during the month of October 2013. We found that teachers recognize the contribution of the literature on child development in early childhood education, but point out difficulties as lack of teaching resources and suitable for the development of the practice of children's literature in the school physical space.