A literatura infantil no desenvolvimento da leitura: uma reflexão em torno dos contos de fada.

Abstract

The reading is a guiding principle for the understanding of self, others and the world. It provides also travel and fascinating discoveries that contribute to the formation of critical- reflective subject, given broaden skills imaginative and reflective, offering subsidies to questioning. Based on these clarifications, the monograph entitled "Children's literature in reading development: a reflection on the fairy tale" proposes discussions on the contributions of fairy tales in the formation of the reader, assuming that the literary genre stimulates the pleasure Reading and psycho-emotional development of the child. The inspiration for this work came the first monographic reflections around the object, "fairy tales in reading development," motivated by a theoretical framework underlying the importance of the literary text to the formation of the reader. Wish widened with field research conducted in the State School of Basic Education Demonstration Sousa, Sousa located in the city-PB. In terms of methodology, research is defined as "a case study", and aims to understand the object of study in situations experienced in the classroom. Thus, the goal is to "analyze the teaching work with fairy tales for reading development and training of the reader." Thus, the study evolved through stages in which the remark was made in the classroom of 4th Year B and questionnaires to subjects. Strategies that helped analyze the subjects' answers to what is observed in practice developed by the teacher. In this sense, the present monograph is structured into three chapters. At first, historicizes up the appearance of children's literature associating it with social-historical constitution of the concept of childhood. Also, we make a historiography of children's literature in Brazil, as well as discussing the literary genres and especially the contributions of fairy tales in child development and education of the reader. In the second chapter, to discuss training policies readers effectively policies undertaken since 2006, whose purpose is to define actions to qualify professionals, spaces and material conditions of schools for the socialization of reading. The chapter also includes the presentation of the empirical locus, proposing an analytical comparison between the policies of literacy conditions in the institution-located research field. In the third chapter, offer critiques around how does the process of teaching and learning of reading, where it notes that the teaching and practice of reading in the classroom universe investigated also happen under a pragmatic perspective, aiming to activity technical grammar. Reality that raises by the educator reflection of their conceptions of reading, in order to develop teaching methods that motivate students to practice reading pleasurable, considering that students demonstrate enjoy reading, but need to be encouraged to exercise the reading From a guideline and not reflective mechanics.