The article addresses the importance of children's literature in the first year of elementary
school. It arose from the restlessness of researching children's literature in teaching practice.
Its general objective is to analyze the importance of children's literature in the first year of
elementary school and how specific historically contextualize children's literature in the
teaching-learning process; Recognize the importance of children's literature in the early years
of elementary school; Identify the factors that contribute to the appropriation of reading in the
children of the early years, through children's literature. As theoretical reference Gregorin
(2010), Lajolo (1985), Abramovich (2008), Zilberman (1994), Cunha (1983), among others.
This study is a bibliographical research of quantitative nature (GIL, 1999; DEMO, 2007). The
results of this study consider the presence of children's literature of great importance in the
first year of elementary school, as it is a pathway of several languages enabling the linguistic
development of children.
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