Literatura infantil: a transição do quinto ano para o sexto ano do ensino fundamental

Abstract

The present work has as its theme the children transition from the fifth year of elementary school to the sixth year, whose main objective is to understand the importance of children's literature in the transition from elementary level I to II. To carry out the research, books and articles were consulted, which based the theoretical part, dealing with the main literature points, its origin and how it started to be disseminated in the world, the school transition from the fifth to the sixth year of the student, pointing out changes psychological problems and their development in the literary world, the importance of books and libraries for readers’ formation, and government regulations that work with literature in school institutions, specifically the National Common Curricular Base and the Gaúcho Curricular Reference. The research area was an interview with nine children from the sixth grade of elementary school, from a public school in Erechim county, in February 2022. The main authors who supported this research were Ligia Cademartori (2010), Regina Zilberman (1998 ), Nelly Novaes Coelho (1991), Ana Carolina Carvalho (2018), Josca Ailine Baroukh (2018) and Ana A. Arguelho de Souza (2010). The research results culminated in four categories, the first being “Ideal Literature: Students' conceptions”, which addresses students' views on literature classes and the school methodologies that make it interesting. Following with, “Between books and shelves: the library importance” which brings an analysis of how the library is necessary for formation and readers conceptions. The third category, “Literary Genres and Children” brings the main genres read by children and what the school proposes as reading. The fourth and final category entitled “Structural Changes in School: Facing the New”, which addresses how children feel this transition from one school year to another. It was concluded that the school transition is a sensitive time for children, when they need greater attention and understanding from adults. Literature, in this sense, comes in as a support for the teacher to explore this phase, as it gives these children the opportunity to learn about different literary genres, so that they can recognize themselves in their preferences, and thus, consolidate themselves as readers.