A literatura infanto juvenil: estratégias metodológicas na educação infantil

Abstract

The present research, which culminated in a Course Conclusion Paper - TCC of the Pedagogy Course, was partly developed before the pandemic and partly carried out during the pandemic context of Covid19. Its theme is Children's Literature: methodological strategies in Children's Education. And as a question: which methodological strategies enhance the work with Children's Literature in Children's Education? After disquieting and analytical reflections, we constructed as a general objective to list possible methodological strategies that potentialize the work with Children's Literature in Children's Education. Specific goals are: to map theoretical references about concepts of Children's and Youth Literature; to select methodological strategies to work with Children's and Youth Literature in Children's Education; to experience methodological strategies in Children's Education with Children's Literature and to analyze the use of the selected methodological strategies to potentiate the work with Children's and Youth Literature in Children's Education. We started by conducting a bibliographic and documental research, with a survey of renowned authors, among them we mention Coelho (2000), Meireles (1984) and Pereira (2006) and Legal Educational Documents such as the Common National Curricular Base (BNCC-2018) and the Amazon Curricular Reference (RCA-2018). The research subjects were five year-old children enrolled in a School of Early Childhood Education in the East Zone of Manaus/AM. The instruments for data collection were Participant Observation and the use of the Field Diary. The methodology used was phenomenology, and the research is qualitative. At the end of the research, it was evident that the methodological strategies enhance Storytelling, making its development more appealing, attractive, playful and that they facilitate the abstraction process, as well as arouse and stimulate curiosity for new types of reading.