A importância da literatura no processo de alfabetização nos anos iniciais do ensino fundamental

Abstract

Education in Brazil has shown numerous weaknesses in implementing the literacy process for children at the right time. This reflects the academic failure of Brazilian schools that has been repeated for years. Considering that there is an urgent need to guarantee children the right to learning, this work aims to present the importance of literature in the literacy process of children in the early years of Elementary School. To this end, the work consists of a bibliographic research with a theoretical basis on literacy and literacy in authors such as Ferreiro and Teberosky (1999), Freire (1992) and Brandão and Leal (2005); on literary literacy in Cosson (2021), Brandão and Rosa (2005) and Souza and Monteiro (2022); on reading concepts in Martins (2003) and Freire (1992) and on the role of the mediating teacher, based on Smith (1999), Soares (2004), Solé (1998), among others. Thus, the research aims to highlight that literature plays an essential role in the literacy process of children, contributing significantly to the development of linguistic, cognitive and emotional skills, as well as to affirm that the role of the teacher as a mediator of literary texts in the early years is of significant importance for the development of a taste for reading and literature. Their role goes beyond presenting texts: they facilitate the interaction between students and literary works, promoting meaningful and reflective reading experiences. Finally, literature not only contributes to the technical development of literacy, but also to the formation of critical and reflective readers, capable of interpreting and transforming reality.