Cantinho da leitura e oficinas pedagógicas literárias: a inserção dos alunos no mundo da literatura infantil

Abstract

This study aimed to present my experience as a scholarship holder in the Institutional Program for Teaching Initiation Scholarship (PIBID), Pedagogy Subproject, Campus IV/UFPB. The interest in conducting the research emerged from the observation that 4th-grade students at Herman Lundgren Municipal Elementary School, located in Rio Tinto-PB, demonstrated significant difficulties in mastering reading skills and had little to no access to children's literature. Within this context, a set of pedagogical actions was developed with the purpose of fostering practices that promote the value of reading. These initiatives included the creation of a classroom reading corner and the implementation of literary workshops, which provided opportunities for interaction with children's literature. The primary objective of these actions was to encourage reading habits, support the development of critical readers, and contribute to the enhancement of students' reading competence. The theoretical framework was grounded in the works of Silva, Oliveira, Pinheiro, and Chitolina (2017), Paviane and Fontana (2009), and Monteiro et al. (2013) concerning pedagogical workshops; Souza and Cosson (2018) regarding the relevance of the reading corner as a motivational space; and Oliveira (2010), Coelho (2000), Farias, and Rúbio (2012) on the role of children's literature in reader formation. The findings indicated that students' engagement in meaningful reading practices, mediated by the teacher, increased their interest in books, strengthened their connection with children's literature, and enhanced their learning outcomes. Therefore, the study reaffirms the importance of pedagogical strategies that bring students closer to the literary universe from the early stages of schooling.