A importância da literatura infantil para o processo de alfabetização

Abstract

This Course Conclusion Paper (TCC) research analyzes the importance of children's literature in the literacy process, focusing on literary reading as a pedagogical practice that contributes to children's reading and writing development. The research problem investigated is: "How does literary reading impact the literacy process and the development of the reader?" The study, which is qualitative and a bibliographic review, is based on the perspectives of Magda Soares and Annie Rouxel, combining the inseparability between literacy acquisition and literacy (alfabetização and letramento)—which demands the appropriation of the writing system within the context of authentic social practices—and the defense of the subjective dimension of reading—which considers the reader's enjoyment and aesthetic experience to go beyond mere decoding. The analysis confirms that children's literature is an essential methodological axis, acting as a mediating object for literacy practices and the literacy acquisition process. It provides the rich and culturally relevant context necessary for the child to access the social function and intrinsic value of writing. The work highlights that exposure to the narrative and lexical richness of literature significantly expands vocabulary, refines oral language, and stimulates phonological awareness, thus promoting the child's full development. Finally, the study warns that the challenge is to avoid the utilitarian use of literature, which reduces it to a mere pretext for exercises. It reinforces that teaching practice must shun the superficiality of mechanical instruction and utilize literary reading in an intentional and well-planned manner so that it can contribute to the formation of critical and creative readers.