A leitura literária e suas contribuições para alfabetização e letramento em turmas dos anos iniciais do ensino fundamental

Abstract

This work presents a discussion that aims to understand the contributions of Literary Reading to the Literacy and Literacy process in 1st and 3rd grade classes of Elementary School I. This is qualitative research, of a basic, descriptive nature, carried out through an experience report arising from the Supervised Internship in a 1st grade class of the Initial Years of a school in the Municipal network of Parnamirim/RN. For data collection, a questionnaire was used with the participation of two teachers in charge of 1st and 3rd grade classes of the Initial Years of this same school, the field of Supervised Internship. For this study, research was carried out using as a basis the theoretical references of authors such as Soares (2003 and 2020), Zilberman (2003), Freire (2003), Cosson (2012), Amarilha (1997), among others. This study demonstrates that literary reading is a field that should be prioritized by schools due to its rich contribution to the educational process, as it can be used as an important pedagogical tool in the literacy process in everyday school life. Furthermore, the practice of literary reading not only enriches the learning process through daily strategies but also encourages students to question social values and develop a critical perspective, both within and outside the school environment. Thus, it is possible to perceive a cognitive expansion in students/readers who experience literary reading, which justifies and demands this practice in the classroom.