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Leitura e literatura na infância: de uma arte humanizadora a um direito da criança
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Advisor(s)
Abstract(s)
Tomando como referência o conceito candidiano de Literatura, como arte humanizadora e direito inalienável de qualquer ser humano, este artigo tem como objetivo destacar o lugar da Literatura para a Infância enquanto instrumento de liberdade tal-qualmente essencial à criança e o momento da leitura literária como experiência livre e fruitiva inerente ao seu desenvolvimento pessoal e social — senão holístico ou integral. Encarando-a como um direito, a par da Educação, debatem-se aspetos relativos ao seu valor estético e formativo no estímulo do pensamento criativo, crítico e reflexivo dos seus potenciais recetores, bem como na sua compreensão do mundo, de si e do(s) Outro(s). Partindo de um conspecto teórico-crítico em torno desses mesmos conceitos e do potencial humanizador da Literatura, analisam-se as conceções de educadores de infância com vista à discussão dos limites e das potencialidades da leitura e da formação literária da criança desde mais tenra idade, defendendo um trabalho estruturado e uma consciencialização destes profissionais enquanto mediadores com responsabilidade quer na seleção de textos marcados por critérios de qualidade quer nas finalidades com que os propõem.
Using Cândido’s concept of Litera-ture as a reference — as a humanizing art and an inalienable right of every human being — this article aims to highlight the role of Chil-dren’s Literature as a tool for freedom, just as essential to the child, and to consider literary reading as a free and pleasurable experience inherent to their personal and social — if not holistic or integral — development. By treating it as a right, alongside Education, the article discusses aspects of its aesthetic and formative value in fostering creative, critical, and reflective thinking in its potential readers, as well as in their understanding of the world, of themselves, and of Others. Based on a theoretical-critical overview of these concepts and the humanizing potential of Literature, the paper analyzes early childhood educators’ conceptions, aiming to discuss the limits and potential of reading and literary formation from an early age. It advocates for a structured approach and awareness among these profes-sionals as mediators, responsible both for selecting texts based on quality criteria and for the purposes with which they present them.
Using Cândido’s concept of Litera-ture as a reference — as a humanizing art and an inalienable right of every human being — this article aims to highlight the role of Chil-dren’s Literature as a tool for freedom, just as essential to the child, and to consider literary reading as a free and pleasurable experience inherent to their personal and social — if not holistic or integral — development. By treating it as a right, alongside Education, the article discusses aspects of its aesthetic and formative value in fostering creative, critical, and reflective thinking in its potential readers, as well as in their understanding of the world, of themselves, and of Others. Based on a theoretical-critical overview of these concepts and the humanizing potential of Literature, the paper analyzes early childhood educators’ conceptions, aiming to discuss the limits and potential of reading and literary formation from an early age. It advocates for a structured approach and awareness among these profes-sionals as mediators, responsible both for selecting texts based on quality criteria and for the purposes with which they present them.
Description
Keywords
Direitos da criança Literatura para a Infância Educação pré-escolar Educação literária Children’s rights Children’s literature Early childhood education Literary education
Pedagogical Context
Citation
Publisher
Centro de Estudos Globais da Universidade Aberta (CEG/UAb) | Instituto Europeu de Ciências da Cultura Padre Manuel Antunes (IECCPMA) | Associação Internacional de Estudos Ibero-Eslavos (CompaRes)