Literatura infantil: contribuições para a formação da criança leitora numa perspectiva humanizadora
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Data
2022-05-30
Autores
Reginato, Celia Aparecida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta investigação integra um conjunto de estudos, da linha de pesquisa Teoria e Práticas Pedagógicas, do Programa de Pós-Graduação em Educação, da Faculdade de Filosofia e Ciências – Câmpus de Marília. Com base nos pressupostos da Teoria Histórico-Cultural e nas produções sobre Literatura Infantil, a pesquisa teve como objetivo geral compreender como a literatura infantil contribui para a formação da criança leitora na perspectiva humanizadora. E, como objetivos específicos, explicitar conceitos relacionados à pesquisa: leitura, leitura literária, literatura, literatura infantil, atos de ler, formação do leitor; elaborar fundamentos teóricos que dão suporte à relação entre literatura infantil e a formação da criança leitora; explicitar como a literatura infantil pode contribuir para a formação da criança leitora na perspectiva humanizadora. A metodologia adotada incluiu a pesquisa bibliográfica em livros, dissertações, teses e artigos que revisitam conteúdos conceituais de literatura infantil e formação do leitor na perspectiva humanizadora, possibilitando, nesse processo, a sua constituição como sujeito histórico, cultural e social capaz de transformar-se e transformar o mundo de acordo com suas necessidades. Além da pesquisa bibliográfica, foi realizada uma pesquisa de campo com crianças de 8 a 9 anos, do Ensino Fundamental I, de uma escola municipal, no interior do Estado de São Paulo, que utilizou, como procedimentos e instrumentos de produção de dados, atividades envolvendo a leitura de obras da literatura infantil e participação em rodas literárias para compartilhamento da leitura das obras de livre escolha do aluno, pertencentes ao acervo da biblioteca da escola e algumas obras do acervo pessoal da pesquisadora. Os resultados da pesquisa nos mostram que a leitura de textos literários, em qualquer contexto, é uma atividade extremamente necessária para o processo de formação do sujeito leitor. Por meio da literatura, o sujeito pode desenvolver sua capacidade criativa, cognitiva, sua imaginação, seu intelecto, a afetividade, saber lidar com suas emoções, seus sentimentos, e ainda desenvolver valores e atitudes necessários à condução de sua própria existência.
This investigation integrates a set of studies, from the Theory and Pedagogical Practices research line, from the Graduate Program in Education, Faculty of Philosophy and Sciences – Campus de Marília. Based on the assumptions of the Historical-Cultural Theory and on the productions on Children's Literature, the general objective of the research was to understand how children's literature contributes to the formation of the reading child in the humanizing perspective. And, as specific objectives, to explain concepts related to the research: reading, literary reading, literature, children's literature, acts of reading, reader formation; to elaborate theoretical foundations that support the relationship between children's literature and the formation of the reading child; to explain how children's literature can contribute to the formation of the reading child in the humanizing perspective. The methodology adopted included bibliographic research in books, dissertations, theses and articles that revisit conceptual contents of children's literature and reader training in a humanizing perspective, enabling, in this process, its constitution as a historical, cultural and social subject capable of transforming itself and transform the world according to your needs. In addition to the bibliographic research, a field research was carried out with children from 8 to 9 years old, from Elementary School I, from a municipal school, in the interior of the State of São Paulo, which used, as procedures and instruments for data production, activities involving the reading of works of children's literature and participation in literary circles to share the reading of works of the student's free choice, belonging to the collection of the school library and some works from the researcher's personal collection. The research results show us that the reading of literary texts, in any context, is an extremely necessary activity for the process of formation of the reader subject. Through literature, the subject can develop their creative and cognitive capacity, their imagination, their intellect, affectivity, know how to deal with their emotions, their feelings, and also develop values and attitudes necessary to conduct their own existence.
This investigation integrates a set of studies, from the Theory and Pedagogical Practices research line, from the Graduate Program in Education, Faculty of Philosophy and Sciences – Campus de Marília. Based on the assumptions of the Historical-Cultural Theory and on the productions on Children's Literature, the general objective of the research was to understand how children's literature contributes to the formation of the reading child in the humanizing perspective. And, as specific objectives, to explain concepts related to the research: reading, literary reading, literature, children's literature, acts of reading, reader formation; to elaborate theoretical foundations that support the relationship between children's literature and the formation of the reading child; to explain how children's literature can contribute to the formation of the reading child in the humanizing perspective. The methodology adopted included bibliographic research in books, dissertations, theses and articles that revisit conceptual contents of children's literature and reader training in a humanizing perspective, enabling, in this process, its constitution as a historical, cultural and social subject capable of transforming itself and transform the world according to your needs. In addition to the bibliographic research, a field research was carried out with children from 8 to 9 years old, from Elementary School I, from a municipal school, in the interior of the State of São Paulo, which used, as procedures and instruments for data production, activities involving the reading of works of children's literature and participation in literary circles to share the reading of works of the student's free choice, belonging to the collection of the school library and some works from the researcher's personal collection. The research results show us that the reading of literary texts, in any context, is an extremely necessary activity for the process of formation of the reader subject. Through literature, the subject can develop their creative and cognitive capacity, their imagination, their intellect, affectivity, know how to deal with their emotions, their feelings, and also develop values and attitudes necessary to conduct their own existence.
Descrição
Palavras-chave
Educação, Leitura, Formação do leitor, Literatura infantil, Humanização, Education, Reading, Reader training, Children's literature, Humanization
Como citar
REGINATO, Celia Aparecida. Literatura infantil: contribuições para a formação da criança leitora numa perspectiva humanizadora. Universidade Estadual Paulista (Unesp), 2022.