LITERATURA INFANTIL E LINGUAGEM SOCIAL NO DESENVOLVIMENTO DA CRIANÇA NO CONTEXTO DA EDUCAÇÃO INFANTIL

Abstract

The purpose of this paper is to understand how Children's Literature, linked to social language in the context of child development, develops and fits specifically within the scope of Early Childhood Education. Thus, we seek as methodological proposal support in the qualitative research of Minayo (2005), based on the production of data literature review, based on the following authors (as) Dornelles (2005), Aries (1981), Tierno (2010) ), Sousa (2003), Vygotsky (1984), Patrini (2005), Zilberman (1998) and others. We observe that children's literature has become a formative process of the child, one of the most relevant pedagogical instruments in the teacher's practice and that many times he / she cannot work reading, choosing a good literary text becomes a sacrifice. From this perspective, children's literature can be considered as a primordial habit, the reader is reunited with his self, understanding its meaning within society. Even though they are leafed by children, they are adults who have elaborated and often adults tell the story to children, and it is up to them to imagine and decide how to pass on new knowledge to society.