O trabalho com a literatura na educação infantil.

• Ano de defesa: 2010
• Autor(a) principal: Oliveira, Luciana Domingos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Literature; Art; Reading; Reader; Primary Education; Leitor; Educação infantil; Literatura; Arte; Leitura; Educação de crianças; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2266

This paper is part of a research project of the Federal University of Espírito Santo, in the area of Education and Languages, which develops studies in the field of languages considering the historical-cultural perspective. This master’s degree’s paper aims at analyzing what has sustained theoretically and methodologically the work with the textual genres of the literary mastery in a primary school of the Municipal Education System in Vila Velha, ES, from the theoretical and methodological presuppositions of the bakhtiniana’s philosophy of languages. It tries to understand how the reading practices which are done with the literary mastery genres happen; which literature conceptions have sustained these practices and how these conceptions are related to the reader’s formation. For this, the case study methodology was used, having classroom observation as the main strategy to collect data. In this context, questionnaires, interviews, analysis of documents, video and audio recordings and photographs were also used. The data analyses were organized according to the conceptions which permeate the organization of the work with literature in the educational setting observed. This way, the events in which the literary reading happens are presented: as a reason for the knowledge teaching of different areas and for writing; related to the objective of customs moralization and, finally, associated to the occupation of time. The discussions involved in the analyses of the events are seen as contributors so that the literature for children is conceived as artistic and cultural manifestation and also for the reflection about the teachinglearning relations which permit the formation of the critical reader.