Literatura e infância: ouvindo e dando voz as crianças

Abstract

This study has the purpose to investigate the literature development as a role in early childhood education, considering the children’s conception in the progress. Its relevance consists in the ability to perceive the child’s thoughts and social-cultural who experience the literary practice in school. Draws upon qualitative methodological approach, where the research took on the characteristics of exploratory and developed in two steps: theoretical and empirical studies through interviews with children of five years at an institution of kindergarten with systematic practices of literary reading in the city of Natal- RN. Data analysis was performed by a content analysis on thematic, proposed by Bardin (2011) and description of the steps of action-research. As a theoretical framework we adopted Amarilha (2006; 2010), Bettelheim (1980), Coelho (1987), Oliveira (2001); Zilberman (2003) Dalhberg; Moss, Pence, (2003); Sarmento (2008), Kramer (2008), Cruz (2008). The observation’s analyses and interviews show a broad understanding of children regarding the role of literature, which reinforce the child’s perspective of being capable to create and produce a new culture from her point of view.