A literatura infantil no desenvolvimento socioemocional: contribuições para a inclusão e o respeito às diferenças na sala de aula

Abstract

Children’s literature constitutes an important tool for human development, fostering not only the development of reading and writing skills but also the construction of knowledge, values, and socio-emotional competencies. In this context, the present study aimed to analyze how children’s literature can contribute to socio-emotional development and the promotion of inclusion in the school environment. This qualitative study was conducted through action research, supported by a bibliographic review on children’s literature, reading mediation, socio-emotional development, and inclusive education. The research was carried out with a fourth-grade elementary school class in a public school in Joaquim Gomes, Alagoas, Brazil, using David McKee’s Elmer, the Patchwork Elephant as the central literary work. The intervention included mediated reading sessions, discussion circles, artistic activities, the creation of the “Affection Box,” and collaborative storytelling. Data were collected through participant observation, field notes, and recordings of students’ interactions and were analyzed using Bardin’s Content Analysis framework. The findings indicate that children’s literature, when intentionally mediated, promotes the expression of feelings, the expansion of emotional repertoire, identity construction, empathy development, and the recognition of differences. Improvements were also observed in the interactions between neurotypical and neurodivergent students, strengthening inclusive practices and cooperative relationships within the school context. It is concluded that children’s literature is a valuable pedagogical resource for socio-emotional development and the promotion of inclusive education, contributing to the appreciation of individual differences and to the holistic development of children.