Os contos infantis e o letramento literário

intersecções e práticas pedagógicas possíveis no Currículo municipal de São José dos Campos‑SP

Abstract

This summary presents a segment of a master's dissertation that investigated proposals for literary reading in the early years of elementary education through the analysis of the Curriculum of São José dos Campos (SÃO JOSÉ DOS CAMPOS, 2021). A gap was identified in the approach to literary reading in the curriculum under investigation. The study analyzed the skills of the 3rd, 4th, and 5th grades in the municipal education network of São José dos Campos, with a focus on the results obtained for the 4th grade. The city has its own curriculum that guides 65 elementary schools, serving 84,992 enrolled students, including 4,087 students in the 4th grade, according to data from IBGE in 2021. Literature, including children's literature, is recognized for its ability to transform and enrich life experiences, considering the unique characteristics of the reader, especially the child (COELHO, 2000). In this sense, an instructional reading sequence was developed based on Lopes-Rossi's proposal (2022). The study adopted a qualitative approach and relied on document analysis, seeking to

describe, understand, and explain the data within a reference context, following the perspective of Minayo and Sanches (1993, p. 246). Primary data were extracted from the Curriculum of São José dos Campos (SÃO JOSÉ DOS CAMPOS, 2021), characterizing the research as documentary (GODOY, 1995). The theoretical framework was based on the enunciative-discursive conception of language proposed by the Bakhtin Circle, the sociocognitive approach to reading, literary literacy, and multiliteracies. This research is relevant to consider strategies and actions that promote the development of literary readers in the early years of schooling, stimulating critical thinking, citizenship, and human development throughout life.