Literatura infantil enquanto propulsora de enfrentamento de temas difíceis em sala de aula.

Abstract

This research consists of a study about the use of children's literature in the classroom, from the perspective of working with this pedagogical resource with themes considered difficult, that is, moments that result in a highly stressful degree and emotionally exhausting cycles, such as death and divorce, reflecting the importance of the presence of these themes in the early years of elementary school. Thus, we started with the research problem: How are these themes considered difficult to understand reflected in the classroom, considering that they directly influence the teaching and learning process of children in the Early Years of Elementary School, based on teachers' perceptions? Our objectives were organized as follows: general objective: To know how teachers work with children's literature in the classroom, considering the perspective of themes considered difficult. Specific goals: to identify how children's literature is explored in the school space, based on daily activities; to reflect on the difficulties and facilities experienced by teachers regarding the use of children's literature in the classroom; to analyze how the themes of death, divorce, and sick children, themes considered difficult for children, are approached in the classroom through children's literature. In the literature review we can cite as main thinkers: Fanny Abramovich (1997); Philippe Ariés (1986); Brasil (2018); Nelly Coelho (2000); Ana Maria Machado (2016); Lucélita Paiva (2011); Priszkulnik (1992); Yolanda Reyes (2010); Antônio Severino (2013); Isabella Silva e Chalisson Gonçalves (2016); Ana Vergara et al. (2015); Regina Zilberman (1994) and other authors that were essential for us to understand children's literature, the difficult themes, and the influence of these concepts in the school space. What motivated this scientific investigation was to perceive children's literature as a propellant of new learning in the classroom. Thus, we used a qualitative approach in our methodology and the technique of data collection was based on a semistructured interview with five teachers who work from the 1st to the 5th grade of the elementary school, containing six questions that were analyzed through content analysis in thematic modality. The results obtained show that children's literature is an important resource for the development of children, a tool that enchants, instigates creativity, imagination, encourages reading, and builds meaning in the lives of its little listeners/readers. It is notorious that the power that children's literature exerts on individuals reaches great dimensions when well used, for it starts to play a fundamental role in the daily life of children, and can help in the search for answers for the 'whys' phase and for facing difficult issues experienced in childhood, such as: the divorce of parents, the death of relatives, illnesses, and other complex situations for the children's world. Finally, we emphasize that when children's literature is worked in the classroom with a focus on difficult topics, teachers form students who are aware of their reality and help them face their challenges, building differentiated world views, while allowing children to understand their feelings and emotions.