Contributions of the 2022 literary PNLD to the human and cultural development of young children1

Abstract

This article presents an excerpt from our master’s research in Education, which aimed to examine the contributions of the 2022 Literary National Textbook and Teaching Materials Program (PNLD) to the human and cultural formation of young children from the perspective of the Sociology of Childhood. This qualitative and bibliographic study discusses the role of children’s literature in Early Childhood Education and its significance as an aesthetic and formative mode of expression. The findings indicate that the Literary PNLD, by providing diverse and high-quality collections, strengthens the right to reading and to cultural participation, fostering experiences that stimulate imagination, sensitivity, and empathy. The analysis of the collections reveals that the selected works address themes such as identity, diversity, social interaction, and nature, thereby encouraging meaningmaking processes and promoting children’s agency. The study concludes that the program constitutes a key public policy for the democratization of reading and for the valorization of childhood, integrating literature, education, and teacher development.