Aprende-se literatura quando se alfabetiza?

Abstract

The present work has as research focus the schooling of children’s literature, seeking to investigate how this product has occurred in the first two years of elementary school initial years, with the intention of verifying if, in the proposals developed, is being taught literature while these children are learning the Alphabetic Writing System (SEA). The research does not focus on highlighting possible contributions of children’s literature to literacy, but rather on knowing how this relationship occurs, with the aim of establishing the defense of children’s literature to be used as an object for learning reading and writing. The research is bibliographic, with a survey of articles that discuss teaching practices involving children’s literature. It was noticed that children’s literature, in the first two years of elementary school, is present in most cases as an object facilitating learning reading and writing, besides, in many cases, even being literary books offered to children, only considered as such because they are constituted with similar characteristics, specifically the presence of text and image, and are created for children’s receiving public.