Literatura infantil: construindo significados

Abstract

Working with Children's Literature (CL) in the classroom requires a suitable teaching position to meet the needs of students with the important support of the literary text. Read and understand, write and communicate are eminently social needs of individuals who make a historical and able to enter into a particular social context. So consider this text in its entirety requires the teacher to know the most important methodologies and different work related with this text in the classroom. Therefore, it is necessary to investigate what is the real contribution of the work with the CL to the learning process in the early years of elementary school and, moreover, it is essential to understand how is the relationship between child and literary work. Therefore, we use in a literature to meet certain specific needs that will enable the theory comprehension and understanding of the literary phenomenon occurring in the classroom. Based on a theory that supports the analysis of the issues raised, it is clear that working with the CL in the classroom allows a comprehensive process of meaning so that students read the word, read the world and interact with these elements inherent social practice is part of a condition in which men live. The assumption that reading is not waterproof and should not be stagnant requires an understanding of the different methods and thus determining the educational profile of a school or a teacher. Thus reality allows the development of the reader as a social being, however, it is necessary to consider the different ways of approaching the child reader of the text quality that will aim to develop the student that social perception as necessary for life in society.