A literatura infantil e a construção da autoestima da criança

Abstract

This Final Paper, whose theme is “Children’s Literature and the Construction of Children’s Self-Esteem”, has as its general objective to analyze how works of children’s literature address children’s self-esteem. The specific objectives are: to study the importance of children’s literature in the formation of the individual; Discuss the role of the teacher as a mediator of literary reading; and to analyze narratives in children’s literature regarding the treatment of children’s self-esteem. The methodology of this study is bibliographic, with a qualitative approach and an exploratory character. To discuss children’s literature, the following references were used: the National Common Curricular Base (2018), as well as studies by Cândido (2011), Colomer (2002), Faraco (2009), Oliveira (1997), Santos and Saito (2020), Zilberman (2005), and Antunes, Kunz, and Martins (2021). Regarding the theme of “children’s self-esteem,” works by Frada and Neves (2017), Guilhardi (2002), and Galvão (1997) were used. The analysis and discussion also drew on Pontes and Betta (2020), Reis and Lopes (1988), and Silva (2017). Finally, the following works of children’s literature were analyzed: Bintou’s Braids by Sylviane Anna Diouf; Amoras by Emicida; and Elmer the Patchwork Elephant by David McKee. The results showed that children’s literature allows children to dream, develop imagination, and reflect on themselves and their social context. The study also highlighted that teachers play a fundamental role as mediators, encouraging students to engage in diverse and enjoyable reading experiences, bringing characters to life, and creating affective bonds that are essential for strengthening children’s self-esteem. In conclusion, children’s literature artistically and symbolically addresses personal challenges that are resolved by the protagonists, thus contributing to enhancing the reader’s self-esteem.