Literatura infantil na escola de anos iniciais: percepções, desafios e possibilidades de promoção do letramento literário

Abstract

This article highlights the relevance of literary literacy practices in early years elementary school education. Based on a qualitative approach, including a literature review and field research, the study analyzes the perceptions, challenges, and possibilities of adequately incorporating children's literature into the curriculum from the perspective of a pedagogue and four teachers at a public school in Ponta Grossa, Paraná. The results reveal that children's literature is fundamental for the cognitive, emotional, and social development of children, although there are significant challenges to its curricular integration, such as student disinterest, lack of time, external assessments, and lack of family encouragement. Proposed strategies include the implementation of literary reading practices at school (free reading, reading logs, projects) as well as encouraging the extension of these practices in the family context. It concludes that promoting literary literacy requires intentional planning and collaboration between school and family to cultivate critical and reflective readers from the early years of schooling.