Desafios no uso da leitura literária para abordagem do luto infantil: proposta de realização de sequência básica.

Abstract

This article addresses the challenges involved in the use of literary reading as an approach to childhood grief. The objectives were to suggest intended for children’s literary readings that address loss and grief and present a literary didactic sequence from the proposal of Rildo Cosson, based on the book Literary Literacy: Theory and Practice (2021). The methodology had a qualitative approach of bibliographic type. The research is funded by the following authors(s): Ariès (1977), Aberastury (1984), Kovács (1992), Bowlby (2001), Abromovich (2009), Cosson (2021). The results indicate that dealing with child grief is a challenge that can be faced through literary reading. Therefore, there are today several works that take this theme. It is important to talk about grief with children in a direct and sensitive way so that they can understand, regardless of their age. Literary reading emerges as a possible strategy by allowing the sharing of feelings between the reader and the characters and socialization mediated in the classroom space, through the basic sequence of Cosson.