Contribuições da literatura infantil para a formação de leitores críticos nos anos iniciais do ensino fundamental: um estudo autobiográfico

Abstract

This monograph explores the development of the critical reader in the early years of Elementary School, emphasizing Children's Literature as the primary pedagogical resource for developing reading literacy. The objective of the study is to narrate and reflect upon my experiences using Children's Literature within this school context, seeking to understand how these reading practices are shaped and how they foster a meaningful appropriation of reading, contributing to the children's cognitive, social, and cultural development. The research is based on the understanding that reading plays a transformative role in the comprehensive education of students, stimulating imagination, critical thinking, and the expansion of cultural repertoires. In this scenario, the school, the teacher, and the family assume indispensable roles, as they are responsible for creating opportunities for book access, encouraging contact with literature, and mediating reading practices that become significant for the students. The study was developed through a qualitative approach using an autobiographical narrative. By reflecting on my own experiences in the educational context, it became possible to produce knowledge articulated with practice, allowing for the observation, interpretation, and learning from each interaction during the reading mediation process. The research engages with theoretical discussions regarding reading, Children's Literature, and the formation of the critical reader, contemplates the historical aspects of Children's Literature in Brazil, and highlights the role of the teacher as a reading mediator in daily school life. During supervised internships in the early years of Elementary School, detailed records in my field journal highlighted observations, pedagogical practices, and moments of literary mediation, offering a concrete view of the reading strategies applied. Furthermore, I reflected on the importance of family participation and the impacts of digital technologies on the construction of reading habits, reinforcing the need for integrated action between school, family, and teacher.