A literatura infantil como prática dos formandos de pedagogia: para além do ou “isto” ou “aquilo”?

Abstract

In this study, we aim to identify the conceptions and practices of the undergraduate students of the licentiate degree in Pedagogy at the Parnaíba Delta Federal University regarding the developed research with children's literature. We consider children's literature a significant resource for human transformation, however, it has been used as an entertainment tool. By some teachers, it has been used only to fill the free times or to tell stories aimed at the pragmatic teaching of reading and writing. Thus, we seek to understand how children's literature has been worked on by our undergraduate colleagues. If the practice is planned beyond the pedagogical utilitarian and playful function of the "This" or "That". We based our research on the following authors: André and Gatti (2008), Bardin (2011), Cadermatori (2010), Cândido (2011), Coelho (2010), Freire (2005), Lajolo and Zilberman (2007), Macêdo (2020), Moreira (2002), Palo and Oliveira (2006), Rambo (2018), Torres (2017), Zilberman (1994), and others. We used here the research methodology of qualitative and descriptive approaches.

For this, we carried out a bibliographic review of literature, using as data collection instruments a semi- structured interview applied to eight undergraduates from the last period of the course of Pedagogy at

the present institution. From the results obtained, we conclude how much children's literature is developed superficially in schools, having its role summarized as the act of reading for the sake of reading or to teach literacy. Although many of the undergraduates are conscious of the relevance of working the children's literature with more quality, they report not being able to develop this in their practices, as they are still subjected to the current traditionalism of the schools.