A literatura infantil na alfabetização de crianças de 1º e 2º anos do ensino fundamental do município de Getúlio Vargas / RS

Abstract

Literacy is a process that is part of the construction of the human being, going beyond systematic reading and writing. Reflecting on literacy and the different ways of working with it, children's literature emerges as a possibility to help children appropriate everything they come into contact with. This research consisted of a qualitative and exploratory approach, with an applied nature, and aimed to understand how teachers of the 1st and 2nd grades of Elementary School, in the municipal network of the Municipality of Getúlio Vargas, use children's literature in the classroom. And also, as a research problem: How do teachers in the municipal education network of the Municipality of Getúlio Vargas, working in the 1st and 2nd years of the Initial Years of Elementary School, include Children's Literature in the classroom? A study was carried out based on a State of Knowledge with the aim of knowing the existing scientific research on the subject, published between the years 2018 to 2022 under the headings “Literacy”, “Children's Literature” and “Teacher Training”. Continuing, we discuss literacy, children's literature and teacher training, with theoretical bibliographic support from Bettelheim and Zelan (1984), Cademartori (1986), Freire (1986; 1999), Abramovich (1997), Cagliari (1998), Nóvoa (1999), Coelho (2000), Weisz (2011), Veiga and Viana (2012), Zilberman (2012), Freire and Macedo (2015), Mortatti (2019), Soares (1985, 2021) and others. To carry out this research, in the second quarter of 2024, a conversation circle was organized and held with literacy teachers of the 1st and 2nd grades of the Initial Years of Elementary Education of the municipal network of the Municipality of Getúlio Vargas, which was recorded and later transcribed. With the material from the transcription and the researcher's logbook, discursive textual analysis (DTA) was proposed to analyze the material obtained. Thus, the steps to reach the research results were carried out, which correspond to unitarization, categorization, and metatexts. With the categorization, two emerging categories were constructed: “The search for reflective planning with the presence of daily reading of children's literature in literacy classes” and “The precariousness in initial training, the search and availability of improvement in the municipal network for literacy teachers”. Both were transformed into metatexts, which gave rise to the guiding document with the guiding principles as the final product. It was concluded that literacy teachers have children's literature present in their classrooms almost daily, including it in the planning and process of teaching children to read and write, considering them as subjects of their learning, and not as mere repeaters of activities.