Propostas pedagógicas sobre literatura infantil: investigações, experiências e aprendizagens

Abstract

This Course Completion Work (TCC) is aresult of a concern about how to develop pedagogical proposals about literature in Early Childhood Education, especially with young children (4 to 5 years old). I teach this age group in a school of the Municipal System. of Education of Erechim/RS. Due to this, the objective was to plan pedagogical proposals on the topics to be developed for this target audience, which are based on legal and guidelines. The specific objectives are: to research the definition of children's literature, historical aspects, relationships between art and pedagogy; analyze the guidelines set out in the experience field “listening, speaking, thinking and imagination” from the BNCC, as well asits relations with children's literature; to investigate methodologies and pedagogical criteria that serve as a basis for pedagogical proposals planning on children's literature for young children. We chose to develop a qualitative research because it is a methodology that makes it possible to carry out a bibliographical study on our topic. Thus, we examine renowned authors who write about children's literature, so that we can use them to elucidate the theme, as well as they can contribute to the the proposals writing. This work is structured in five chapters: the first chapter, “Introduction”, highlights the theme, problem, objectives, methodology and presents the main authors and chapters. The second chapter is called “Pathways of children's literature through history” and talks about the origin and history of the object of study, as well as some authors and works from different times. The third chapter, “Children's Literature: art and pedagogy”, brings to discussion the two sides: art and pedagogy highlighting the role of the school in developing actions on the topic. The fourth chapter, “Listening, Speaking, Thinking and Imagination: legal precepts and guidelines on children's literature”, clarifies some relevant guidelines on the work, within the experience field. The fifth chapter, “Time, space, materials and groupings: pedagogical proposals for contexts and sessions” presents research proposals in two spheres: contexts and sessions. The context and sessions proposals were intentionally planned and sought to have continuity and connection with each other. They consider the children’s development and their learning possibilities. They support the concepts which were discussed and are relevant in everyday actions since they allow children to have contact with different genres (parlegends, legends, folk songs, songs, verses, poetry, tongue twisters). They are also related to textual supports, which help in the learning that is guaranteed through rights of learning and development: living together, playing, participating, exploring, expressing and getting to know themselves.