A literatura e a formação de sentido pessoal para alunos nos anos iniciais do ensino fundamental

Abstract

In this dissertation, we propose to investigate how literature can contribute to the formation of personal meanings for children entering Elementary School, in the literacy process. A bibliographical research was carried out, structured from the investigation method of Historical-Cultural Psychology, from its conception about formation and the development of the conscience and of the human personality, trying to analyze, through this theoretical reference, the meaning that the student attributes to the study activities; here, specifically in the appropriations carried out through literary activities carried out in School Education, through the pedagogical mediation of teaching work. Thus, in this work we defend a teaching of literature that promotes human development, in which the study actions have a personal meaning for the student, that correspond to the motives and social meanings, guaranteeing a school learning that offers adequate conditions for the teaching of literary reading, favoring the process of learning written language, in accordance with its social function and the real living conditions of the children. So that writing makes sense to the child, so that he can use it socially, expressing his opinions, desires and feelings. We identify literature as food for literacy, and we summarize that it is a human creation, which is historically manifested through written language or illustrations. We emphasize that for the activities to have a personal meaning for the student, learning must be made aware, and intentional planning is necessary, with social meaning. We evidenced the transition to Elementary School, as a moment that involves the psychic preparation of the children, with the intention of understanding, as a teacher, that it is a change in the social and personal situation of the student. We consider the Vigotiskian assumptions of literature as an expression of art and emphasize the importance of art in teaching children from an early age. Therefore, we recognize the work from literature as a possibility of opening to the wonders of the world and not from empty texts devoid of charm, centered on the code for the sake of the code, based on syllabic families that are not constituted as signs, without meanings.