A literatura infantil nos anos iniciais do ensino fundamental: a fruição estética e as linguagens entrelaçadas à leitura

Abstract

The present monograph seeks to recognize the contributions of literary reading practices as ways to explore aesthetic fruition, the contribution to the development of social skills, intertwining the various forms of children’s languages, in addition to identifying Children’s Literature as a fundamental artistic language for the formation of readers. For this, a structured research was developed using a qualitative approach, being of bibliographical nature, through the collection of readings from books, official documents, academic repository, articles and scientific journals. Reflections by theorists such as Antonio Candido (2012), Maria Helena Martins (undated), Gisa Picosque and Mirian Celeste Martins (2012), Regina Zilberman (2003), Almir Del Prette and Zilda A. P. Del Prette (2017), among other authors who developed important studies for our research, stood out. It becomes evident that literary reading practices can offer experiences that go beyond the entertainment function and also do not exhaust themselves only as a pedagogical resource, because they constitute a space of aesthetic, cognitive and social formation, collaborating significantly for the integral development of children.