LOPES, A. B. P.; http://lattes.cnpq.br/6592449776239081; LOPES, Aucilene Barroso Parnaíba.
Resumo:
The monograph examines the practice of reading in the context of the classroom, in
the formation of the reader from children's literature. Proposes discussions about the
role of children's literature as a mediator of the development of oral and written
language in the early years, highlighting its importance as a means of encouraging
the child to awaken your perception of the world through the act of reading this in
your school context. In this sense, the theoretical perspective of the monograph part
of the discussions proposed by authors who discuss the object of study "children's
literature in the literacy process of children ', offering reflections on the contributions
of this language to the formation of the reader in the school environment. Thus, the
objective of this study is to provide contributions to the understanding of the
importance of reading, since the early years, using children's literature as a means of
encouraging students to do something meaningful this practice and not tiring. To
accomplish this, the research was accomplished through a "case study" in which
procedures were used and instruments for data collection, including the observation
locus and questionnaires to subjects educational Room of the 4th Year of State
School of Education Early Childhood and Elementary Teacher José Bento, which
focuses on teacher practice for a fuller understanding of the object in the context of
the classroom. Thus, the present monograph is structured into three chapters. In the
first part contextualizes the history of children's literature, suggesting associations
with the concept of childhood and institutionalization of children's literature in school.
In the second, we discuss the practice of reading as a way of enabling the
construction of meaning, from the development of skills that broaden the world view
of readers as well as the locus presents and contextualizes the empirical universe
investigated. In the third, it is proposed to analyze the data obtained from the case
study, establishing similarities between the theories of the authors studied the
responses of the subjects available in the relevant questionnaires to students and the
teacher. In the final, explains the importance of the subject investigated for the
formation of the reader, proposing a synthesis of knowledge built during the search
for answers to questions surrounding the pedagogical and teaching and student
learning in relation to children's literature as a means of enable the expansion of
literacy of the students.