Da costa ao alto-mar: práticas de leitura literária e atividade de estudo nos anos iniciais do ensino fundamental

Abstract

Given the absence of the literature subject in the initial years of Elementary School, reading literature at this level of education has commonly been linked to the Portuguese language component, to the teaching of attitudes, or restricted to aesthetic delight. Based on the theoretical-methodological foundations of Historical-Critical Pedagogy, Historical-Cultural Psychology and Historical-Dialectical Materialism, this work undertook an analysis of the limits of hegemonic understandings about the teaching of literature and carried out a theoretical investigation that aimed to formulate pedagogical principles to guide literary reading practices for the formation of Study Activities for children in elementary school in the initial years. Guided by the concept of Literary Education (Dalvi, 2018b, 2023a), this dissertation proposed a systematic and intentional teaching of literature as part of the subject's omnilateral formation. And guided by knowledge about the necessary relationship between content-form-remittee for the organization of teaching, it sought in the potential guiding activity of students in the initial years of elementary school, the study activity, the inspiration for the organization of the process of teaching literary knowledge. In doing so, it came across the specificity of aesthetic knowledge and the necessary adaptation of the study activity to contemplate its teaching. In the process, literary reading practices were conceptualized as the set of tasks and study and teaching actions performed by adults and students before, during, and after contact with the literary text. Finally, four pedagogical principles were formulated aimed at the formation of Study Activities for children in the initial years of elementary school concerning literary content. These principles deal with 1) the aesthetic appreciation of the literary work, 2) the study of the literary object, 3) the development of autonomy in the study of the literary object, and 4) children's literary creation. All these principles, together, aim to form the study activity of students in the initial years and aim to guide teaching work without prescribing formulas, respecting the singularities of each school context.