Como trabalhar as emoções na sala de aula?: uma proposta literária com as obras “o vento da montanha” e “e se eu chorar?

Abstract

The overall objective of this study is to analyze the works “O Vento da Montanha” (2020) and “E se eu chorar?” (2024), by Patrícia Rosas—co-authored with Mariana Luján in the second work—considering their aesthetic, textual, and thematic aspects, in order to understand their contributions to reading literacy and the emotional development of children in the early years of elementary school. The research is based on the following research question: How can the works O Vento da Montanha and E se eu chorar? contribute to reading development in the early years of elementary school, fostering the recognition of one’s own emotions through a Literary Sequence approach? From this central question emerges the general objective: To analyze the works “O Vento da Montanha” (2020) and “E se eu chorar?” (2024), with a view to understanding their contributions to reading development in the early years of elementary school and to the recognition of one’s own emotions, as well as to the development of a Literary Sequence for application in a school context. Specifically, we seek to: a) Discuss literature in the early years and the possibilities for reflection on emotions based on literary texts; b) Analyze the works “O Vento da Montanha” and “E se eu chorar?”, considering elements such as language, narrative structure, visual and thematic aspects, highlighting their potential to foster the recognition of emotions among the reading audience and c) Develop a proposed literary sequence that facilitates pedagogical work with these works in the classroom, promoting aesthetic appreciation, literary interpretation, and the expression of readers’ perceptions and emotions. Methodologically, this is a qualitative, bibliographic study grounded in the work of authors such as Aguiar (2011), Bortoni-Ricardo (2007), Machado and Cardoso (2024), among others. The study is organized into four sections: introduction, methodological approach, theoretical considerations, and analysis of the works linked to the proposal of a Literary Sequence. The analysis shows that the selected works present aesthetic and emblematic aspects, addressing themes such as grief, sadness, crying, and overcoming adversity in a sensitive and accessible way for young readers. In this context, the educational potential of these narratives for developing sensitivity and the capacity for emotional expression stands out. As a practical contribution, we propose a Literary Sequence structured around four dimensions—aesthetic, extraverbal, verbal, and responsive enjoyment—inspired by the contributions of Cosson (2006), Bakhtin’s dialogic perspective (2010), and the studies of Rosas, Pires, and Xavier (2023). This work is relevant because it prioritizes the literary experience, sensitive listening, and student agency, in contrast to traditional practices centered on assessment and the demand for reading. Thus, children’s literature, when mediated in an intentional and sensitive manner, can serve as a meaningful space for reading and human development, contributing to the holistic development of children in the school context.