A importância social da literatura infantil aplicada de forma planejada através de uma sequência didática
The present study characterized as an action research has as general objective to identify the contributions of children's literature, (Piaget (1974, p. 47); Fortkamp (2003, p. 48); Bettelheim (2002, p. 5), in the child's social context (Candido ( 2000, p. 30), from a didactic sequence (Za...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/44679 |
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| Resumo: | The present study characterized as an action research has as general objective to identify the contributions of children's literature, (Piaget (1974, p. 47); Fortkamp (2003, p. 48); Bettelheim (2002, p. 5), in the child's social context (Candido ( 2000, p. 30), from a didactic sequence (Zabala (1998, p. 29); Noverraz and Schneuwly (2004, p. 97); Zabala (1998, p. 18) that was applied in a Level class V from a private school in the city of Caicó-RN The room contained 11 children, however, given the time of quarantine, not all students attended daily, as children with any symptoms of viral disease should stay at home. work was (1) to use fairy tales and related stories, in a didactic sequence to analyze the contributions of children's literature in the child's daily life, through interventions at school (2) to relate children's literature with the child's social context, through activities that resulted in the creation of a portfolio (3) assess the children's development through interaction and portfolio activities. To carry out the interventions, a didactic sequence entitled: “The similarities between children's stories and the social context of children who read/listen” was used, in which the stories and themes to be worked on during ten meetings were organized. Each day, a complete story, or a part of the story was told, and at the end of each story, an activity related to the topic being worked on was carried out. The interventions dealt with different themes, such as: fear, parental love, school dropout, the danger of talking to strangers, among others. The present work confirms the importance of children's literature in the social context of children, given that the children demonstrated a great capacity to relate the characters' experiences with their personal experiences, either from their speeches or from the activities carried out at the end of each intervention. In addition, it brings the importance of bringing the use of children's literature in an organized way, from the use of a didactic sequence, thus confirming that it is possible to use children's literature as a means of learning. |
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