A formação de crianças autoras e leitoras na educação infantil : um encontro com a poética de Manoel de Barros

Abstract

Children's literature plays a crucial role in the development of children, going beyond entertainment to become a powerful cultural tool for integral human development. In this context the works of Manoel de Barros emerge as a fertile field for exploring poetic language and its multiple possibilities in early childhood education. With his playful and sensitive approach, the author offers a unique opportunity to immerse oneself in a universe that values simplicity and imagination, which are fundamental elements for awakening an interest in reading and writing in the early school years. In this context, the aim of this study was to understand how Manoel de Barros' children's literature influences the interaction and play with language in the classroom, highlighting its contribution to the linguistic, cultural, and social development of children. The methodology used was qualitative, collaborative and action research, which involved the implementation of three literary workshops in a Pre I class in a municipal school in Cuiabá, Mato Grosso. Through these activities, it was possible to observe the contribution of Manoel de Barros' work to the development of the highest human qualities, especially the orality of children, reading, writing and artistic expression. The results showed that the experience of poetry in playful pedagogical practices made a significant contribution to the children's development in several dimensions. In terms of language, there was a significant increase in the breadth and “cre(action)” of the vocabulary used by the children during the interactions, as well as in their interest in reading and writing. In the area of artistic expression, the activities based on the poetry of Manoel de Barros led to the creation of drawings, collages and sketches that went beyond conventional interpretations of the texts, highlighting the children's ability to move between visual, verbal and body languages. This interdisciplinary approach has shown that working with poetic literature can have a significant impact on children's creativity and sensitivity. Socially, the workshops favored a collaborative environment where the children shared ideas, discussed interpretations, and valued the perspectives of their peers, encouraging empathy, group work and respect for differences, in line with the proposals for an integral education. In addition, an increase in the children's engagement with the proposed activities was observed, as reflected in their greater participation and enthusiasm during the workshops. Thus, it was concluded that the integration of Manoel de Barros' poetic literature into the educational context can make a significant contribution to the formation of critical and imaginative child readers and writers in preschool.