A literatura infantil no processo de alfabetização no 1º ano do ensino fundamental: uma abordagem a partir da obra "Malala e seu Lápis Mágico", de Malala Yousafzai

Abstract

The study focused on the literacy process in the 1st year of Elementary School, focusing on Children's Literature as an instrument in pedagogical practices. Its general objective was to analyze how the use of the work “Malala and her magic pencil”, by Malala Yousafzai (2018), can contribute to the literacy process in the 1st year of Elementary School, promoting not only the learning of reading and writing, but also the development of values and social awareness. The choice of the theme was based on the concern to analyze and demonstrate how children's literature, exemplified by the

work of Malala Yousafzai (2018), can be integrated, effectively, in proposing didactic- pedagogical strategies in the literacy process, promoting a meaningful and engaging

learning. For this, bibliographic research was used, of a qualitative and descriptive nature. The theoretical framework was constructed from reading authors such as: Coelho (1986), Oliveira (1996), Ferreiro and Teberosky (1999), Feijó (2010), Marcuschi (2010), Soares (2004, 2010, 2020), Zilberman (2003), among others; in addition to curricular documents and current legislation. The readings corroborate how important it is to understand and demonstrate the relevance of children's literature in the literacy process and that, in the same proportion, learning to read and write stimulates the formation of cultural values and the development of social awareness. Thus, the reflections presented in this study indicate that the articulation of both literary and pedagogical points of view encourages not only a taste for reading and literature, but also a deep reflection on the social and cultural impact of the work, contributing to develop reading and writing skills in a meaningful way and encourage critical reflection, empathy and social understanding.