Leitura literária nos anos iniciais do ensino fundamental: a sequência básica como proposta para o desenvolvimento de habilidades leitoras

Abstract

Considering that society is permeated by reading practices that accompany individuals throughout their lives, it is extremely important to encourage reading from early childhood. Thus, the problem that guides this research is how the teacher can explore the stories in order to contribute to the students' reading process. This research has the general objective of compiling studies on literary reading in the formation of readers and producing a pedagogical notebook with suggestions of a basic sequence that can help in pedagogical practices with literary literacy, based on classic tales. For this, it lists the following specific objectives: (i) to reflect on reading and the role that reading plays in the school context and (ii) to point out the contributions of reading classic tales in the classroom. In this bias, to seek to achieve the proposed objectives, the methodological path is anchored in the exploratory research of bibliographic review carried out in books, articles, in the Catalogs of Theses and Dissertations of CAPES, electronic journals, Scielo and Docero. As theoretical subsidies, our studies will be based on the propositions of Kleiman (1995, 2002, 2004) regarding the concept of reading, Candido (1972, 2011) and Coelho (1987, 2000, 2003) regarding literature, Abramovich (1997) and Zilberman (2005, 2007, 2012) who discuss children's literature, Cosson (2009, 2018) who discusses literary literacy, Bussatto (2003, 2005) about storytelling, Bettelheim (2022) on conception of fairy tales, among other authors who discuss the theme. This research showed that fairy tales can be used as a pedagogical potential, since it is a great resource that awakens in children their first imaginative experiences, through tales they can travel the world, meet new cultures, their emotional and social intelligence it is sharp. Therefore, the need to work more with short stories in the school environment in order to provide the formation of a more critical student. This research has as its final product the production of a pedagogical notebook following the four stages of the Basic Sequence of literary literacy suggested by Cosson (2018).