The children's literature as way humanizing at work with childs of 0 to 3 years old

• Grant number: 12/01763-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2012
• End date: March 31, 2013
• Field of knowledge: Humanities - Education
• Principal Investigator: Cyntia Graziella Guizelim Simões Girotto
• Grantee: Thaìs Borella
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

This project is articulated to a larger project funded by FAPESP entitled "Literature and Early Childhood: two municipalities on the scene and PNBE (National Library School) training of children readers" (2011/50926-1 process) and is the general objective of studying and discussing literary practices in early childhood activities, which seek to develop in children humanization levels, from developing your psychic abilities necessary to the moments of literary reading, contributing to the formation of real readers. This formulation is derived from the fact that some current theoretical and common-sense views believe that reading is coming from the speech learning, and cognitive development of children to insert them into the world of letters, but in our understanding of man and the world, from birth, the child is placed in a literate world, so from the early days she has contact with the language and written culture. Thinking from this perspective is that we raise the issue that in the current context, children are offered little opportunity for effective work with literary literacy. With respect to ages 0-3 years, such a problem is further intensified. As material and methods of generating data, we propose a qualitative approach, which will be used in the methodology of observation and recording of same in the logbook and analysis of documents prepared by teachers, thus making an analysis of how the processes of reading may enable the development of these subjects and see if there is indeed a concern in schools to see literature as an activity for the appropriation of one of the most important cultural assets created by humanity, and thus thinking about effective practices to do so.(AU)