A literatura infantil em sala de aula: verificando as formas de abordagens

• Autor(a) principal: Silva, Vânia Maria da
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10437/6898
• topic: MESTRADO EM CIÊNCIAS DA EDUCAÇÃO; EDUCAÇÃO; LITERATURA INFANTIL; MEIO ESCOLAR; ENSINO BÁSICO; ESTUDOS DE CASO; BRASIL; RIO GRANDE DO NORTE; SÃO PEDRO; EDUCATION; CHILDREN'S LITERATURE; SCHOOL ENVIRONMENT; PRIMARY EDUCATION; CASE STUDIES; BRAZIL; RIO GRANDE DO NORTE; SÃO PEDRO

The current work seeks identify the main forms to approach children’s literature into the fifth grade classroom of Elementary School in a public school in São Pedro, Rio Grande do Norte, Brazil. It refers, therefore, a qualitative research that arises from the analysis that Children’s Literature is little explored in the context of the classroom. In other words, working with literature has just been restricted to the approach that textbook proposes with literary text, which has not allowed the formation of readers students because the activities proposed for the most part does not value the immanence of the literary text and the literary text ends up being exploited as a pretext for the approach of grammatical issues. Due to necessity to develop a study that discovers the presence of Children's Literature in the classroom from observation between student discourse and teacher, this is responsible for mediating between the literary text and the student. It was relevant to search into teachers and students, and observation of the Portuguese textbook and teaching practice, as well as the consultation of literature that refers this topic. Theorists describe children's literature, as art, or rather, creative phenomenon that represents the world, man, life, through the word, because that, it is completely indispensable in the classroom space. At the end of this study, it is expected that the student should be seen as a being in development whose the potential of which should develop upon freedom, but oriented towards achieving complete fulfillment in their realization. Due to this, it is necessary that teacher is prepared and willing to develop a mediation practice that makes unity and sense to professional work on Literature area. The school occupies the privilege space to construction of knowledge for its function of contributing to the construction of a society. For conclusion of this work the theoretical contribution were totally indispensable, mainly Lajolo (2000), Colomer (2007), Rabbit (2001), Magnani (2001), among others.