A Literatura Infantil e suas potencialidades: reflexões a partir de um relato de experiência em estágio supervisionado na educação infantil

Abstract

This paper presents a report on an educational practice with the aim of recording the experience and valuing this experience through an explanatory academic and scientific approach. The objectives are: to identify the pedagogical actions used by teachers in a preschool that uses literature books and to analyze how these actions boost children's development. The reflection is based on important theories and methodologies, studies such as those by Abramovich and Vygotsky, for example, permeate the entire work. Thus, the report addresses my training in Pedagogy, focusing on the experiences acquired during the supervised internship in Early Childhood Education. The study covers three main areas: History of Children's Literature; Children's Literature aligned with Early Childhood Education; the report of the internship and some reflections. The internship in Early Childhood Education focused on observing the emotional and cognitive growth of children, starting from Children's Literature. Direct interaction with the school’s reality allowed for significant reflection on the implementation of the theories studied, in addition to highlighting the importance of constant updating and ongoing training for educators. Connecting with the school community and valuing dialogue with families were essential aspects for building a more inclusive and collaborative educational environment. As a result, this work reaffirms the commitment to an ethical and humanized pedagogical practice that prioritizes the emotional and intellectual development of students, promoting a quality education that transforms through art, which transforms through Children’s Literature. The experience accumulated during this educational trajectory shows that education should be seen as a process in which the emotional, social and intellectual development of children is equally recognized.