Uma imersão ao mundo criativo das crianças em diálogo com a literatura de Ruth Rocha

Abstract

This dissertation proposes to study the works A primavera da lagarta (2011) and Bom dia, todas as cores (2013), by the writer Ruth Rocha, considering the literary potential of these works to reflect on literary literacy and reading development from early childhood education. In his works, a commitment to literature, to the imaginary universe, and to the quality of illustrations stands out; his literature believes in the reader and, therefore, proposes challenges, without, however, neglecting to work with important content for human development, which can contribute to developing critical thinking and awakening to a more supportive and humanized life. The choice of Ruth Rocha's works is justified by the importance this author holds in the Brazilian children's literature scene. Although there is considerable research on her literary production, comparing these two works with the perspective of preparing children for reading from early childhood seems to require further study. The questions guiding this research are: a) Can access to children's literature from early childhood education contribute to a child's reading development process?; b) What is the importance of a literary reading mediator?; c) How does Ruth Rocha understand literary reading in childhood, and how does the illustration project for her works corroborate reading practices in early childhood education? Based on this, the objectives of this research are: a) To reflect on the process of children's reading development and the importance of a mediator of literary reading; b) To understand theoretical and methodological approaches to reading development in Early Childhood Education; c) To reflect on the importance of mediating literary reading for the development of reading skills in Early Childhood Education; d) To analyze how Ruth Rocha understands literary reading in childhood, considering themes, characters, plot, and illustrations in her works; e) To analyze how illustrations capture children's attention when reading children's literature books and how this experience contributes to the development of reading skills in Early Childhood Education. Regarding methodology, this is bibliographic research with a qualitative approach. For the development of the research, we sought theoretical-critical and methodological support in Regina Zilberman, Maria H. Martins, Michèle Petit, Rildo Cosson and in interviews and other written materials by the author herself.