Uma discussão sobre práticas de leitura literária no ciclo de alfabetização

Abstract

This study aims to discuss how Children's Literature can contribute to the literacy process in the initial cycle of elementary education. Based on a literature review, essential concepts of literacy and reading and writing skills were analyzed, highlighting their relevance for reader formation and the development of linguistic competencies. To further the discussion, contributions from scholars such as Magda Soares (2020), Maria Alice Faria (2004), Nathalia Beleze, Letícia Vidigal, and Sandra Franco (2022), and Miriam Machado (2018) were considered, all of whom address the interfaces between Children's Literature, pedagogical practices, and literacy. The aesthetic, cultural, and pedagogical potential of Children's Literature was also emphasized. With the mediation of teachers, this genre can promote significant reading experiences, stimulate imagination, and broaden children's linguistic repertoire. Examples of works and possibilities for mediating literary reading were discussed, which can be adopted by teachers in a manner appropriate to their school context. Therefore, Children's Literature, as an artistic language, is considered to hold a relevant place in the literacy process. However, it is through pedagogical mediation that it can integrate aesthetic, cultural, cognitive, and social dimensions, thereby favoring reader formation and contributing to the construction of more meaningful pedagogical practices.