O uso da Literatura Infantil nos anos iniciais do Ensino Fundamental em escolas de Humaitá/AM

Abstract

This research aims to characterize the forms of production and promotion of child literature in the Elementary Schools of the public system in the city of Humaitá, Amazonas state (Brazil). The studies in course in the areas of child literature and literary reading in this municipality are still recent. Therefore, the importance of the discussion upon this theme in order to make students improve more and more their skills to achieve a better development in the literary reading in these public schools. The proposed theme suggests a discussion on how the literary reading has been made in the school through the child literature books that has been created through the programs that stimulate the reading and the reader formation. In this sense, we have a special look over the problematic that concerns the weak conditions of the work with literary reading in the public school and the use of its library corpus towards the child literature from the PNBE (National Program of Libraries in the Schools) in the city of Humaitá. The study has been set out to characterize the conceptions arisen from the teachers about child literature and describe the organization of the work with the child literature in the school, as well as to identify the conditions to produce and promote literary reading in the first years of Elementary School, The used methodology was that of the phenomenological approach, based on a case study in which two public school of Humaitá were chosen. In these schools, we have the adopted ethical procedures according to the research objectives. The research subjects were teachers and the school staff, to whom a semi structured interview was submitted. We have also collected data through the direct observation and the library book survey donated by the PNBE in each establishment. The results revealed the existence of a library basic infrastructure, but, on the other hand, they pointed out for the weak formation of readers. The school infrastructure has not contributed for students and teachers to develop reading habits and attends the created reading space. One of the reasons for that is shown through the fact that the library or the reading space is always shared as a space to accommodate other materials. In this sense, from the analysis of the gathered data, we have concluded that, in spite of the current readers‟ formation and its supplying policies, the research reveals the need of a proposal for new policies and projects that aim not only to distribute books for the schools, but also give conditions of physical infrastructure and the formation for readers‟ promoters, such as teachers, librarians, school staff, pedagogues, and other agents and professionals that take charge of any of the school functions.