Contos na alfabetização: contribuições da literatura infantil para o desenvolvimento da leitura e da escrita

Abstract

Literacy and literacies are fundamental processes at the beginning of schooling, as they involve not only the learning of the writing system but also the students’ engagement in meaningful social practices of reading and writing. In this context, the present article aims to analyze how working with the narrative genre “short story” can contribute to the development of literacy in a 2nd-grade class of an elementary school in the municipal system of São Mateus, ES. The research adopted a qualitative approach, characterized as field research, in which a didactic sequence involving reading, comprehension, and production of short stories was implemented. Data collection was carried out through field notes, a reflective journal, and analysis of students’ written productions. For the analysis, Bardin’s content analysis methodology was used, organizing the data into four categories: text comprehension, identification of characters and settings, development of the story, and conflict and narrative resolution. The results indicate that working with short stories supported the development of reading comprehension, expanded students’ vocabulary, and enabled children to recognize structural elements of narratives, such as characters, setting, sequence of events, and outcome. It is concluded that the use of the short story genre in the literacy process contributes to making learning more meaningful, stimulating imagination, student participation, and the construction of meaning in reading and writing.