As contribuições da literatura no processo de alfabetização e letramento com crianças do ensino fundamental - experiências do PROLICEN

Abstract

Many children who face learning difficulties during the literacy acquisition process exhibit low levels of literacy practice; in this context, it is evident that engagement with literature—starting as early as early childhood education—contributes to the development of children's reading and writing skills. From this perspective, this capstone project addresses the contribution of literature to the literacy process of students in the early years of elementary school in the municipality of Cabedelo. The study takes place within the scope of the project "Literacy and Literacy Practices for 2nd-Grade Elementary Students in School Reinforcement Activities," part of the Teacher Training Support Program (PROLICEN) at the Federal University of Paraíba (UFPB). The general objective is to analyze how children's literature contributed to the literacy and literacy practices of 2nd-grade children in Cabedelo, based on experiences gained in the aforementioned project, also known as the *Divertilendo* Reading Club. The research consists of an account of experiences; it is qualitative in nature, descriptive regarding its objectives, and employs bibliographic research as its methodological procedure. The theoretical framework is grounded in studies by Soares (2025), Teberosky (1999), Ferreiro (1999), Mortatti (2006), Bizzotto (2010), Freire (2021), Candido (2011), Abramovich (1991), Libâneo (1994), and Oliveira (2005), among others. Research results indicate that literature enhanced imagination, critical thinking, and the development of meaningful learning regarding the alphabetic writing system among the 2nd-grade elementary students participating in the project.