Literatura, alfabetização e letramentos: (re)construindo saberes na educação infantil

• Ano de defesa: 2024
• Autor(a) principal: Silva, Elizângela Souto da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Literatura Infantil; Children’s Literature; Letramentos; Literacy; Estudo de Caso Etnográfico; Ethnographic Case Study; Linguística; Lingüística; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/43501; http://doi.org/10.14393/ufu.di.2024.195

This research, of a qualitative nature, consists of an ethnographic case study, located within the scope of Applied Linguistics. It is based on the idea that Children’s Literature has several functions in a child’s school life, enabling countless contributions to the development of their capacity for imagination and creation, in addition to contributing to the literacy and literacy process. In this sense, Zilberman and Rösing (2009, p. 70) state that literature “provides a unique, differentiated way of making sense of the world and ourselves”. Therefore, contact with literature is of fundamental importance for human development. With the aim of investigating the role that children’s literature can play in the literacy and literacy processes of 5-year-old children, conceived as subjects of history and rights, who attend the 2nd period of Early Childhood Education at a municipal public school in Uberlândia, we found in the case study a possibility to investigate the extent to which teachers in the 2nd period of early childhood education promoted or facilitated access to children’s literature during their classes, as well as the possibilities of use and contributions of children’s literature to the literacy and literacy of these students. Data were collected through interviews with six teachers and notes in the researcher’s field diary. For data analysis, Content Analysis (Bardin, 1979) was used. The data obtained revealed that children’s literature is fundamental for the development of children’s literacy, although some research participants did not use the book in their classes. Furthermore, it was possible to identify that the research participants understood the library as a training space.