As contribuições da literatura infantil na formação do leitor.

Abstract

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.