Resumo

CHAGAS, Lilane Maria de Moura  e  DOMINGUES, Chirley. Children's literature in literacy: the formation of the child reader. Perspectiva [online]. 2015, vol.33, n.1, pp.77-96. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2015v33n1p77.

The present text discusses some ways of thinking children's literature during the fundamental education literacy cycle. It also aims to introduce some forms to approach literature at this educational level. We believe that by integrating children's literature in both the literacy process (knowledge of orality and writing, of the several verbal and non-verbal forms of understanding and discovering the world) and the acquisition and expansion of language, we are contributing for the children's literary formation. So, irstly, but not exhaustively, we will develop here some theoretical questions regarding children's literature, reading and childhood. Our second aim is to relect on reading practices the children are experiencing in the literacy cycle from their contact with the Complementary Collection of the Didactic Book National Program (Acervo Complementar do Programa Nacional do Livro Didático - PNLD) and the School Library National Program (Programa Nacional de Bibliotecas Escolars' - PNBE), included in the handouts distributed by the National Pact for Literacy at the Correct Age (Programa Nacional de Alfabetização na Idade Certa - PNAIC) in Brazil. We emphasize here an old and permanent concern regarding literature and education when it approaches on how the literature produced for children has been handled. What are the implications that literature has on the teacher´s tranining programs? We conclude by highlighting the programs that motivate children to read as a signiicant contribution to form the child reader

Palavras-chave : Children Literature; Reader Training; Literacy Cycle.

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