O lugar da literatura infantil na base nacional comum curricular

Abstract

The work, entitled The place of Literature in the National Common Curricular Base, presents an analysis that that addresses Children’s Literature based on the dialogue between pedagogical criteria of the National Common Curricular Base (BNCC) and Early Childhood education. The interest in the subject arose from observation of classroom routines through internships, where it was noticed that some professionals demonstrated difficulties or little interest in handling literary books. This is an analysis that focuses on the child reader in training and the place of literature in the document that guides the country’s education. We seek to answer the guiding questions: Ac-cording to the BNCC, how should literature be part of everyday school life? What are the implications of these for the organization of early childhood education? It seeks to identify and analyze the proposals and content of the literature covered in the BNCC and compare them with what specialized writers debate in the area. The bibliographic methodology was used, where authors such as Zilberman (2014), Lajolo and Zilber-man (2007), Khéde (1986), Faria (2021), Klein (2018) stand out as theoretical contri-butions. It also analyzed nationally prominent authors in children’s literature, such as Monteiro Lobato, Graciliano Ramos, Erico Veríssimo and Viriato Correia. The work is divided into two parts, the first presents the concepts of Literature in a general con-text up to Brazilian Children1s Literature, among important authors and works fro the literature world. The second is drawn from the BNCC, its concept, historical aspects, proposals and competencies for basic education, followed by an analysis drawn be-tween the BNCC and Children1s Literature. In the end, it is understood that the BNCC does not specifically direct how the development of the literary field should occur and does not specify the methods that will be used to stimulate oral language and expand creative capacity. Therefore, the Base does not clearly present how chil-dren can be encouraged to become interested in books and how to train future read-ers. The theoretical support guides indirectly, it is up to the teacher to seek strategies and methodologies to perform this function and present to the student the charm and grandeur that is the literary word.