Literatura Amazônica como prática mediadora da aprendizagem das diferentes linguagens pelas crianças na Educação Infantil: narrativas e experiências em um grupo do colégio de aplicação da UFSCar

Abstract

The literary text can lead us into different experiences and worlds. When translated into the classroom - a democratic and plural place - it allows students to appropriate diverse socio-historical contexts through multiculturalism and different languages that can be worked from each work. Thus, the general objective of this research is to present the Amazon literature for children in the age group of 2 to 4 years, aiming at the learning of different languages and sociocultural and environmental aspects through a pedagogical organization of the concept of didactic sequence. The specific objectives consist of verifying the contributions of Amazonian narratives to the development of different languages for children, in addition to cultural experiences; analyzing the perceptions of children in each narrative from a linguistic, sociocultural, and environmental perspective (fauna and flora) and present the role of the didactic sequence as a catalyst and organizer of learning. Methodologically, it is research with a qualitative approach, characterized as action research. One of the axes that characterize action research is the concern with social aspects and the need to change a reality by knowing the subjects of research and acting collectively to solve one or more problems, having as guiding principle the insertion in a classroom. The research data were collected at the Application College of the Federal University of São Carlos (UFSCar) located in the interior of the State of São Paulo, for a period of class monitoring and interventions over one year and six months. Among the results are contact with different literary productions from diverse contexts that made it possible to understand language as a socially, historically, and culturally situated practice. The children read and produced knowledge from northern Brazil, within a plural and dialogical perspective. Therefore, the importance of this work for the field of Linguistics, more specifically, for the area of language teaching and learning processes, is due to the need to offer a multiple education, in which children have the opportunity from the first stage of education to different cultures through literary reading practices and different textual genres