Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining

Detalhes bibliográficos
Autor(a) principal: Costa, Patricia Maria Barbosa Jorge Sparvoli
Data de Publicação: 2019
Outros Autores: Martins Tassoni, Elvira Cristina, Azevedo, Fernando
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13262
Resumo: We discuss, in this paper, the classics of literature as a possibility in working with language – oral and written - and the construction of imaginative processes. We bring a participant research cutoff of the intervention type, carried out with students of the 5th grade of Elementary School of a public school in the hinterland of São Paulo, Brazil, in 2017. Based on Vygotsky’s studies, we aimed to highlight the role of children’s stories in the process of development of higher psychological functions, more specifically oral language, writing and imagination. The results indicated that through literature students increased their participation in the proposed activities, as well as their involvement with reading and text production. The experiences derived from the narratives, Peter Pan and Alice in Wonderland, promoted the enrichment of the plots of the texts written by the students.   Keywords: Infant-juvenile literature. Oral and written language. Imagination. Literacy.
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spelling Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imaginingVolando con Peter Pan y cayendo en el agujero con Alice: los clásicos de la literatura infanto-juvenil como posibilidades para leer, escribir e imaginarVoando com Peter Pan e caindo no buraco com Alice: os clássicos da literatura infanto-juvenil como possibilidades para ler, escrever e imaginarWe discuss, in this paper, the classics of literature as a possibility in working with language – oral and written - and the construction of imaginative processes. We bring a participant research cutoff of the intervention type, carried out with students of the 5th grade of Elementary School of a public school in the hinterland of São Paulo, Brazil, in 2017. Based on Vygotsky’s studies, we aimed to highlight the role of children’s stories in the process of development of higher psychological functions, more specifically oral language, writing and imagination. The results indicated that through literature students increased their participation in the proposed activities, as well as their involvement with reading and text production. The experiences derived from the narratives, Peter Pan and Alice in Wonderland, promoted the enrichment of the plots of the texts written by the students.   Keywords: Infant-juvenile literature. Oral and written language. Imagination. Literacy.Discutimos, en este artículo, los clásicos de la literatura como posibilidad en el trabajo con el lenguaje - oral y escrito - y para la construcción de procesos imaginativos. Traemos un recorte de una investigación participante del tipo intervención, realizada, en 2017, con alumnos del 5º año de la Enseñanza Fundamental de una escuela pública del interior paulista (Brasil). Con base en los estudios de Vigotsky, objetivamos evidenciar el papel de las historias infantiles en el proceso de desarrollo de las funciones psicológicas superiores, más específicamente, el lenguaje oral, la escritura y la imaginación. Los resultados apuntaron que, por medio de la literatura, los alumnos ampliaron su participación en las actividades propuestas, así como su implicación con la lectura y la producción de texto. Las experiencias derivadas de las narrativas, Peter Pan y Alice en el País de las Maravillas, promovieron el enriquecimiento de los enredos de los textos escritos por los alumnos.   Palabras clave: Literatura infantil-juvenil. Lenguaje oral y escrito. Imaginación. Alfabetización.Discutimos, neste artigo, os clássicos da literatura como possibilidade no trabalho com a linguagem – oral e escrita – e para a construção de processos imaginativos. Trazemos um recorte de uma pesquisa participante do tipo intervenção, realizada, em 2017, com alunos do 5º ano do Ensino Fundamental de uma escola pública do interior paulista, Brasil. Com base nos estudos de Vigotski, objetivamos evidenciar o papel das histórias infantis no processo de desenvolvimento das funções psicológicas superiores, mais especificamente a linguagem oral, a escrita e a imaginação. Os resultados apontaram que, por meio da literatura, os alunos ampliaram a sua participação nas atividades propostas, bem como o seu envolvimento com a leitura e a produção de texto. As experiências decorrentes das narrativas, Peter Pan e Alice no País das Maravilhas, promoveram o enriquecimento dos enredos dos textos escritos pelos alunos.   Palavras-chave: Literatura infanto-juvenil. Linguagem oral e escrita. Imaginação. Letramento.Universidade Estadual de Ponta Grossa2019-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1326210.5212/PraxEduc.v.14n2.015Práxis Educativa; Vol. 14 No. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-698Práxis Educativa; Vol. 14 Núm. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-698Práxis Educativa; V. 14 N. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-698Práxis Educativa; v. 14 n. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-6981809-43091809-403110.5212/PraxEduc.v.14n2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/13262/209209210917https://revistas.uepg.br/index.php/praxiseducativa/article/view/13262/209209213200Copyright (c) 2019 Práxis Educativainfo:eu-repo/semantics/openAccessCosta, Patricia Maria Barbosa Jorge SparvoliMartins Tassoni, Elvira CristinaAzevedo, Fernando2020-04-15T21:39:17Zoai:uepg.br:article/13262Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T21:39:17Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
Volando con Peter Pan y cayendo en el agujero con Alice: los clásicos de la literatura infanto-juvenil como posibilidades para leer, escribir e imaginar
Voando com Peter Pan e caindo no buraco com Alice: os clássicos da literatura infanto-juvenil como possibilidades para ler, escrever e imaginar
title Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
spellingShingle Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
Costa, Patricia Maria Barbosa Jorge Sparvoli
title_short Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
title_full Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
title_fullStr Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
title_full_unstemmed Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
title_sort Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining
author Costa, Patricia Maria Barbosa Jorge Sparvoli
author_facet Costa, Patricia Maria Barbosa Jorge Sparvoli
Martins Tassoni, Elvira Cristina
Azevedo, Fernando
author_role author
author2 Martins Tassoni, Elvira Cristina
Azevedo, Fernando
author2_role author
author
dc.contributor.author.fl_str_mv Costa, Patricia Maria Barbosa Jorge Sparvoli
Martins Tassoni, Elvira Cristina
Azevedo, Fernando
description We discuss, in this paper, the classics of literature as a possibility in working with language – oral and written - and the construction of imaginative processes. We bring a participant research cutoff of the intervention type, carried out with students of the 5th grade of Elementary School of a public school in the hinterland of São Paulo, Brazil, in 2017. Based on Vygotsky’s studies, we aimed to highlight the role of children’s stories in the process of development of higher psychological functions, more specifically oral language, writing and imagination. The results indicated that through literature students increased their participation in the proposed activities, as well as their involvement with reading and text production. The experiences derived from the narratives, Peter Pan and Alice in Wonderland, promoted the enrichment of the plots of the texts written by the students.   Keywords: Infant-juvenile literature. Oral and written language. Imagination. Literacy.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-30
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/13262
10.5212/PraxEduc.v.14n2.015
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/13262
identifier_str_mv 10.5212/PraxEduc.v.14n2.015
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/13262/209209210917
https://revistas.uepg.br/index.php/praxiseducativa/article/view/13262/209209213200
dc.rights.driver.fl_str_mv Copyright (c) 2019 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Práxis Educativa
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 14 No. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-698
Práxis Educativa; Vol. 14 Núm. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-698
Práxis Educativa; V. 14 N. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-698
Práxis Educativa; v. 14 n. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 678-698
1809-4309
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