Literatura infantil na pedagogiada comunicação:possibilidades e conexões nas séries iniciais do ensino fundamental

Abstract

The present dissertation, with the theme: "Children's Literature in the Pedagogy of Communication: “possibilities and connections in the initial grades of Elementary School", records the bibliographical and documentary research undertaken with the objective of investigating in what ways the work with literary texts in the first stage of elementary schooling can contribute to the perpetuation or disruption of the process of silencing filed in the school. In order to do so, we have recourse to authors who deal with silencing, communicative competences, children's literature, inter and transdisciplinarity, the latter theme chosen because of the belief in the many contributions that a transdisciplinary curriculum that uses literature as a linking axis can provide both to the communicative nature of the human as to its integrality. We also analyze the literary practices implanted in the two public schools in which we work using the observation of the school daily in which we participate and the records of literary projects developed, public documents, as guides of public institutional practices. We understand, at the end of the research, that the literary practices under analysis are silent as they are committed to purely scholastic purposes, failing to privilege the happiness of the learner and their relation to concrete existence. We also understand that any practice with literary texts that seeks to favor or actually contribute to the development of communicative skills, also called language practices, will only be fully effective if it is linked to real life, to the formation of subjects that, for in addition to being related to knowledge pertinent to the school universe, to communicate skillfully with the world in which they are inserted and that for them can be modified. The research also reinforces the collaborative role of transdisciplinarity in the formation of "homo communicans", of the communicative being, and the need for transdisciplinary pedagogical incursions in the disciplinary curricula for such formation to materialize.