Trilhas de leitura: proposta de uma sequência didática com o livro Lápis de cor de Madu Costa para o 1º ano do Ensino Fundamental

Abstract

This work is entitled “Reading trails: proposal of a didactic sequence with the book Lápis de cor by Madu Costa for the 1st year of Elementary School”. Its main objective is to research, encourage literary reading and stimulate individual reading by elementary school students, from a perspective of approaching AfroBrazilian children's literature. The study aims to contribute to the development and expansion of reading skills, making use of categories such as literary literacy, children's literature, Freirean pedagogy, in addition to the presentation of a didactic sequence. The methodology adopted was carried out at first through a bibliographical study based on themes and theories, namely, literacy in SOARES (2000, 2004); literary literacy in COSSON (2012); Children's Literature and Literature in CADEMARTORI (1986); humanization through literature in CANDIDO (2004); the importance of reading and the pedagogy of autonomy in FREIRE (1989, 1996); and the teaching of literature based on the documents PCNs, BNCC, National Curriculum Guidelines for Basic Education (teaching of children's literature), Curriculum proposals for the municipality of Belo Horizonte (work with children's literature). Then, we present a basic didactic sequence applied in the molds proposed by COSSON (2014) for the work Pencils of color by Madu costa. With this proposition, it is hoped that the exposure of students to the methodological practices contained in the didactic sequence of literary literacy can contribute significantly to the teaching and learning process of reading literature. The target audience of this didactic intervention are students from the 1st year of elementary school. Among the reasons for making such a cut, the importance of ensuring, from the early grades onwards, the implementation of law 10693/2003 and compliance with the National Curriculum Guidelines for the Education of Ethnic Racial Relations and for the Teaching of Afro History and Culture stands out. -Brazilian and Indigenous, in a transdisciplinary perspective.