A literatura infantil e a apropriação da linguagem escrita: concepções de professoras alfabetizadoras da rede pública municipal de Uberlândia - MG

Abstract

Children’s literature constitutes a fundamental component in the literacy process of 21st-century children. Its primary objective is the comprehensive appropriation of written language, recognizing that, beyond acquiring reading and writing skills, children also assimilate the socio-historical and cultural legacy embedded in language. This perspective aligns with the principles of a humanizing literacy approach, which emphasizes the acquisition of reading and writing through meaningful, real-life utterances that hold significance for the child. The study is theoretically grounded in the framework of Historical-Cultural Psychology and the Philosophy of Language derived from this perspective, particularly as advanced by Vygotsky and Bakhtin. To address the research question — What are the perceptions of teachers working in the literacy process of children in the municipal education system of Uberlândia/MG regarding the use of children’s literature during literacy instruction? — teachers from Uberlândia’s municipal education network were invited to participate in semi-structured interviews, employing qualitative research methodologies. The theoretical investigation revealed that a humanizing literacy approach emerges as an imperative pathway for education in the 21st century. The interviews revealed the challenges faced by educators who strive to comply with municipal guidelines that emphasize a phonics-centered methodology, often constraining pedagogical practices through standardized materials and rigorous schedules. Furthermore, the absence of libraries, literary spaces, and organized collections further impedes the integration of children’s literature into classroom activities. This scenario fosters a detachment from the regular use of children’s literature within the educational setting. Nonetheless, with resilience and professionalism, the teachers demonstrated their ability to overcome these barriers, incorporating literature and diverse speech genres to facilitate children’s meaningful engagement with written culture. Through the analysis of the interviews, juxtaposed with the foundational principles of humanizing literacy, the study seeks to contribute to critical reflections that underscore the urgency of disseminating a literacy model grounded in graphic awareness. This approach aims to develop readers who not only comprehend texts but also become conscious agents, fully aware of their potential and capabilities.