A literatura infantil e a formação do leitor: contribuições para o desenvolvimento da capacidade crítico-reflexiva dos educandos.

Abstract

The monograph entitled "The Children's Literature and the formation of the reader: contributions to the development of critical and reflective ability of learners" is the object of study children's literature in the literacy process o f children. It is believed that the specifics o f literature, especially by joining imaginary-reality, and mediation of literary experiments, children expand wiretaps, readings and interpretations that contribute to the development of criticality and reflexivity, these mediations are effected by(a) teacher(a) or by the child to establish contacts with the stories and books. In view of these considerations, the research is guided by the following question: "What contributions to children's literature offers the reader the training to develop the ability o f critical and reflective learners?". Guided by the question, the research aims to analyze the development of reading through children's literature in the classroom as a training aid the reader's critical and reflective. For this feat, constitutes a "case study" where were necessary procedures and research instruments that would lead to analyzing the phenomenon investigated. In this sense, the research involves distinct steps, namely: literature review guided the child studies/childhood, children's literature and literacy; exploratory research carried School John Cartaxo Rolim, located in the city Sousa PBeffectively in the classroom 4th Year B, to observation, questionnaires and data collection, and analysis of the problems through analytical procedures established between research sources and references. Thus, the paper presents structured in three parts. The first chapter contextualizes the history o f children's literature, linking it to the emergence o f feeling of childhood and its institutionalization in school. In the second, it approaches the act o f reading in the school environment and policies are discussed training o f readers, besides presenting and contextualizing the locus of research. In the third, we analyze the data collected in empiricism, suggesting similarities between the fonts provided by the educational subject to theoretical and methodological perspectives of the authors and materials consulted. In the final, realized a synthesis that develops around the intentions o f research and its findings, as it notes the importance of children's literature for the formation o f critical and reflective reader.