A mediação da literatura infantil no processo ensino-aprendizagem de leitura e escrita

Abstract

It is widely recognized that early contact of children with children's literature helps in learning to read and write. However, there is a shortage of research that invests in explanations of the underlying processes that make literature an important resource in teaching and learning to read and write. From the official indexes on literacy in the state of Alagoas and in order to contribute to an integrated approach to learning to read and write, we seek to investigate the role of mediation of children's literature in the teaching-learning process of reading and writing, as well as providing support that point out methodological strategies for teachers in the early years of elementary school on the use of literature and collaborative text in the classroom. This dissertation consists of three scientific papers. The first article presents a review of literature that addresses the history of reading and writing education in Brazil. The purpose is to discuss how this history impacts the process of school literacy today. The second article is a bibliographic review in order to argue that reading and writing need to be taught as social practices.In the extension of this argument, we defend that the art of children's literature offers resources to mediate this teaching, potentiating this quality of reading and writing. The third article presents an intervention-research with the objective of investigating the mediation of literature in the process of teaching reading and writing. Teachers and students from a primary school participated in this research. In the methodology we completed two stages. We began with a survey to gather previous information about the teaching of literature in the school that was the scenario of the investigation. For this survey, we used three procedures: 1- interview with teachers who taught literature, 2- participant observation in literature classes, and 3- prior analysis of the level of learning of the writing of the children participating in the survey. In the second stage, we carried out with these children, literature workshops combined with the production of collaborative texts. The results showed that the mediation of children's literature activates the experiences of the Self and thus bases the focus on learning to read and write as social practices. We concluded that the mediation of literature combined with the production of collaborative texts favors the integration of the processes underlying the uses of language and the metalinguistic reflection of children. The pedagogical activities with this format open up opportunities for creativity in learning and developing the uses of oral and written language in an inseparable way.