As narrativas que as crianças ouvem: “E viveram felizes para sempre…”

Abstract

This research deals with reading from a cognitivist perspective with a focus on literacy, having as its object of study the children's narratives that they have heard either in the school environment or in the family environment. It seeks to delineate their development in terms of world knowledge, vocabulary, imagination, and creativity in order to become children critical readers from the moment in which the text is understood as a place of interaction between social subjects. Methodologically, a descriptive approach is structured, being theoretical-analytical, with individual and explanatory protocols, which will contribute to the analysis of the diagnosis and will be based on the theoretical foundation of cognitivist reading through the prism of KLEIMAN (2016) and KOCH and ELIAS (2022) and the concept of literacy by SOARES (2001, 2003), FREIRE (2021) and ROJO (2004). Regarding the nature of Literature, we have the support of LAJOLO (2018) and the course of Children's Literature with its function and formative nature according to COELHO (2000), MEIRELES (2016), ZILBERMAN (2003, 2019) and COLOMER (2017); along with this process the emergence of the conception of childhood based on ARIÉS (2021). We will also highlight the materialization of narratives, the scheme and components of its structure in VAN DIJK (1992, 2021), as well as the contributions of the official document in force, in this case, the Common National Curricular Base (BNCC/2018) and finally a brief rescue of the formation of the reader based on LAJOLO and ZILBERMAN (2019). The general objective is to develop a study on the narratives presented to children in order to contribute with pedagogical practices that enable the process of thought, language and creativity development. Specifically, it aims to identify the types of stories that children hear from adults, whether they are the caretakers or teachers; to verify what the structures of these stories are in relation to the historically accumulated culture; to analyze the stories through a questionnaire and explain how they mediate the children's contact with the accumulated culture for development and learning. This research is justified in order to evaluate which children's stories reach children and if their contents are effective in contributing to the development of vocabulary, of imagination, and of creativity of their listeners, as well as to analyze the adult's lack of interest in knowing in advance which stories children like and which ones they need to hear according to their age and the moment in which they live. As a result, we observed that children's narratives have strategies to help in the development of children. However, we are aware that this research does not end the discussion on the theme, but opens paths for new perspectives and discussions