Children’s literature and literacy: an experience to reading and writing

Abstract

This paper shows the results of a research that aimed to investigate and understand the contributions of children’s literature in the process of acquisition of reading and writing in the early years. In this sense, we report the experience originated from a qualitative research, “case study", carried out in a first-year classroom, in a school in Itapororoca, Paraíba. Initially, we discussed theoretical issues that deals on children’s literature (REGO, 1995), literacy ((FERREIRO; TEBEROSKI, 2011) and literary literacy (PAULINO; COSSON, 2009), and, subsequently, we described and showed the data resulting from the application of a reading project developed during six months in such a school. The results showed that children achieve the first years with huge difficulty of reading and writing skills, as well as revealed the minimal contact with children’s literature. However, the experience hold in the study case highlighted that children’s literature provides to the young reader closer participation and interaction to his life through the representation of the world, establishing links between real and imaginary, as well as enhances enjoyment and imagination, ideal to the formation and the constitution of a fluent, critic and reflexive reader and contributing in an unique way in the acquisition of reading and writing.