A IMPORTANCIA DA LITERATURA INFANTIL NO DESENVOLVIMENTO DA CRIANÇA: UMA REVISÃO BIBLIOGRAFICA

Abstract

In order to contribute to the amount of discussions on the importance of historical storytelling spaces in schools as a pedagogical method for teaching the practice of literary reading, this work presents, in a bibliographic research bias, some reflections on: (a) the relevance for the life of the learner of literary reading; (b) delimitation on children's literature; and (c) some considerations about the need for storytelling to educate future critical readers. We rely on authors such as Caldim (2003), Barros (2013), Lajolo (2002), Simplicio (2015), Zilberman (2003) among others. In our discussions, considerations were highlighted regarding the indispensability of the teacher to have knowledge that reading and listening / telling stories stimulates narrative thinking, that is, a way of thinking parallel to scientific logical thinking, connected to subjectivity and emotionality. For this reason, the practice of storytelling underlies the child's psychic and emotional, so that the learner will reach age and base his identity on the models he experiences, including through literature.