This work studies and narrates the role of children's literature in the course of an experience lived during an internship experience, in the Institutional Teaching Initiation Scholarship Program (PIBID) and during studies and work with the Sertão das Águas Laboratory: literacy, reading , writing, children's literature, cyberculture, training and teaching work.
It aims to weave paths between children's literature and interdisciplinary and multidimensional pedagogical work, favoring learning and using children's language and literature as a basis for dialogue. From a discursive perspective (SMOLKA, 2012) of thinking about literacy, this work intends to discuss a way of working language and literature in different areas of knowledge, in an interdisciplinary way,
taking into account that knowledge is not a linear knowledge and has several complexities (MORIN.1990, p.8), external and internal, psychological, affective and cultural factors, which must be considered when we think about teaching-learning. Immersed in experiences in the classroom, together with experiences in the Sertão das Águas laboratory, I was able to implicitly live formative moments with actual students, aligning the discursive perspective, children's literature and interdisciplinary
practices, in different ways, according to the curriculum and calendar current school in order to assist the teacher in the classroom, creating plans and didactic sequences, developing interdisciplinary strategies based on literature, making it focus and protagonist together with children, the primary subjects of this work.
|
