A contribuição da literatura infantil para a alfabetização e o letramento de alunos do 2° ano do ensino fundamental: a experiência no clube divertilendo

Abstract

This Undergraduate Thesis aims to analyze how children's literature can contribute to the literacy process and the development of reading and writing practices in second-grade elementary school students. The research was conducted within the scope of the PROBEX Extension Project, through the Divertilendo Reading Club, in public schools in the municipality of Cabedelo, Paraíba, Brazil. It is a qualitative study, characterized as an experience report, using the inductive method. The theoretical framework is based on the contributions of Magda Soares, Emília Ferreiro, and Ana Teberosky, addressing the psychogenesis of written language and the concept of “alfaletrar.” Based on the activities carried out, it was observed that working with literary texts contributed to the development of writing and interpretation skills, expanded vocabulary, strengthened oral and written expression, and encouraged active student participation, regardless of their writing hypotheses. The results indicate that children's literature supports the understanding of the social function of writing, promotes student autonomy, and fosters attitudes of respect, empathy, and reflection. It is concluded that the use of children's literature as a pedagogical practice in the second year of elementary education is viable and relevant, as it integrates literacy, social literacy practices, and playfulness, promoting meaningful learning and contributing to the development of critical and autonomous individuals.