Atravessamentos entre literatura infantil e práticas de leitura e escrita de crianças do 3º ano do ensino fundamental I

Abstract

This final paper presents the results of a research that aimed to understand the importance of literary reading as a playful resource in contributing to the practices literacy and initial reading instruction, using meaningful histories books from Brazilian children's literature to encourage the acquisition process of reading and writing of children, in the third (3rd) grade, initial years of elementary school I, of the Municipal Teaching Network of Salvador. This study is a qualitative nature with a methodology of participatory approach. In the beginning, this research discusses literacy and initial reading instruction, its concepts, conceptions and origin, using pedagogical interventions procedures as proposals for literary literacy aligned with social communicative practices. In this point of view, the theoretical foundation is based in the contributions of Emília Ferreira and Ana Teberosky (1999), Magda Soares (2009), Ângela Kleiman (1995) and Ana Kátia Santos (2010), Délia Lerner (2002), Fanny Abramovich (1997) Teberosky and Colomer (2003), among others who discuss constructivist conceptions in the literacy and initial reading instruction process, focusing on reading and writing. In this respect, playful-pedagogical methodologies were proposed through books of children’s literature, associated to the lesson plans, aligned with Subproject of Pedagogical Residency, guided to the advisor Giovana Zen. The results achieved indicate that, at the end of the first cycle of literacy, the children expanded their learning processes related to mastery of reading and writing skills because the children’s literature, in its dimensions in the social practices, stimulates to increase the level of initial reading instruction, allowing children to enjoy pleasant moments and thus promote new knowledge and world interpretations.