A literatura infantil no currículo dos anos iniciais do ensino fundamental em escolas municipais de Vilhena - RO

Abstract

This study analyzes the time and place for literature, especially children’s literature, in the Elementary School curriculum, in its initial years - with delimitation in 5th grade classes of public schools in the city of Vilhena-RO, northern region of the country. The delimitation of the research with teachers who work in 5th grade classes is motivated by our teaching practice in the same year of teaching, as well as being the fifth stage of the initial years of Elementary School, where it is expected that the student is literate. The objective is understanding how children's literature unfolds in the aspects of time and place in the curriculum with a view to literature as a social practice and human training of the student. Of qualitative approach - Bogdan and Biklen (1994) - this research is guided by the bibliographic study and documentary analysis. In methodological terms, semi-structured interviews are used as an instrument for collecting data from oral sources. As a resource of bibliographic study, it uses researches - theses and dissertations - correlated to the thematic through the digital platforms of the Coordination of Improvement of Higher Education Personnel (Capes) and Brazilian Digital Library of Theses and Dissertations (BDTD). In order to better understand the school curriculum that we have today, a historical-bibliographic path of the curricular trajectory has been traced, based on curriculum theorists - Goodson (1995), Moreira (2012), Silva (2015) - to demonstrate that throughout history the understanding of what is a curriculum has varied according to different theories. Considered by theoretical differences, since its genesis curriculum has been an arena of disputes, for the benefit of "some" and detriment of "others." In this bias of spaces disputed in the school curriculum, we use the analytical method of the policy cycle - Ball (2011), Mainardes (2006), Oliveira (2006) - to discuss the curriculum formulation, considering the current curricular education policies for Elementary School. Since the policy cycle consists of five contexts, let us focus on the first three ones: context of influence, context of text production, context of practice, considering them more pertinent to this research. With regard to literature as a humanizing object, we use Lajolo (1984), Freire (1989), Cândido (1999), Compagnon (2009), Santos (2017), Mortatti (2001, 2014, 2018). The data collection and analysis of this research were carried out by two schools of the municipal public network of Vilhena-RO and twelve teachers distributed in: 7 teachers in the classroom (5th grade classes), 2 school administrators, 2 pedagogical coordinators, 1 teacher responsible for the school library. We have identified that, in addition to a literary demarcation in the prescriptive curriculum, the schools surveyed dedicate time and place to literature in the school environment.