A relevância da literatura infantil para o desenvolvimento sociocultural de crianças da educação infantil de 4 e 5 anos.
This work presents a reflective account of the experiences lived about a didactic sequence of fairy tales developed in the fourth quarter of the current year, in a level IV class with children aged 4 to 5 years, in the follow-up of Early Childhood Education, in the school SELM - Sociedade Educaciona...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/42392 |
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| Resumo: | This work presents a reflective account of the experiences lived about a didactic sequence of fairy tales developed in the fourth quarter of the current year, in a level IV class with children aged 4 to 5 years, in the follow-up of Early Childhood Education, in the school SELM - Sociedade Educacional Lenira Morais - located in the city of Ceará-Mirim / RN. The teaching practice was developed with the aim of exploring atmospheres that fairy tales touch, mainly their intrinsic morals, as well as the stimulus to reading and writing. The paper describes the characteristics of the institution, from its foundation to infrastructure, contextualizing children's literature and applying the didactic sequence on fairy tales, as well as bringing the authors' dialogue with the applied practice that was essential for the development of activities. That played an extremely important role in my training and practice, as I was able to observe and add value to the theoretical contributions I had at the university, making a combination of theories and practices. Supported by the theoretical framework of authors such as Marly Amarilha (1997), Brandão and Rosa (2018); and in official documents such as the BNCC (BRASIL, 2017) and the Curricular Document of the State of Rio Grande do Norte (SEEC / RN, 2018). It is concluded that despite the generation in which they originated, fairy tales go through different times, but that their relevance for the formation of the child character prevails, as well as, the incentive for a reading life. |
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