Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T20:25:08Z No. of bitstreams: 1 SimoneLeiteDaSilvaPeixoto_DISSERT.pdf: 12616131 bytes, checksum: 406186152197f21b04cd4d2645593003 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-22T23:42:16Z (GMT) No. of bitstreams: 1 SimoneLeiteDaSilvaPeixoto_DISSERT.pdf: 12616131 bytes, checksum: 406186152197f21b04cd4d2645593003 (MD5) / Made available in DSpace on 2017-03-22T23:42:16Z (GMT). No. of bitstreams: 1 SimoneLeiteDaSilvaPeixoto_DISSERT.pdf: 12616131 bytes, checksum: 406186152197f21b04cd4d2645593003 (MD5) Previous issue date: 2012-09-27 / Esse estudo se prop?e a investigar o papel da literatura no desenvolvimento e na educa??o infantil considerando ?s concep??es de crian?as nesse processo. Sua relev?ncia consiste na possibilidade de perceber os pensamentos e constru??es s?cio-culturais das crian?as enquanto sujeitos que vivenciam a pr?tica liter?ria na escola. Respalda-se metodologicamente na abordagem qualitativa, onde a pesquisa assumiu as caracter?sticas do tipo explorat?rio e se desenvolveu em duas etapas: estudos te?ricos e emp?ricos atrav?s de entrevistas com crian?as de cinco anos em uma institui??o de Educa??o Infantil com pr?ticas sistem?ticas de leitura liter?ria do munic?pio de Natal-RN. A an?lise dos dados ocorreu por meio da an?lise de conte?do, na modalidade tem?tica, proposta por Bardin (2011) e descri??o das etapas da pesquisa-a??o. Como referencial te?rico adotou-se Amarilha (2006; 2010); Bettelheim (1980); Coelho (1987); Oliveira (2001); Zilberman (2003) Dalhberg; Moss, Pence, (2003); Sarmento (2008); Kramer (2008), Cruz (2008). As an?lises das observa??es e entrevistas mostram uma ampla compreens?o das crian?as acerca do papel/fun??o da literatura, o que reafirma a perspectiva de que a crian?a ? capaz de criar e produzir uma nova cultura a partir de sua vis?o. / This study has the purpose to investigate the literature development as a role in early childhood education, considering the children?s conception in the progress. Its relevance consists in the ability to perceive the child?s thoughts and social-cultural who experience the literary practice in school. Draws upon qualitative methodological approach, where the research took on the characteristics of exploratory and developed in two steps: theoretical and empirical studies through interviews with children of five years at an institution of kindergarten with systematic practices of literary reading in the city of Natal- RN. Data analysis was performed by a content analysis on thematic, proposed by Bardin (2011) and description of the steps of action-research. As a theoretical framework we adopted Amarilha (2006; 2010), Bettelheim (1980), Coelho (1987), Oliveira (2001); Zilberman (2003) Dalhberg; Moss, Pence, (2003); Sarmento (2008), Kramer (2008), Cruz (2008). The observation?s analyses and interviews show a broad understanding of children regarding the role of literature, which reinforce the child?s perspective of being capable to create and produce a new culture from her point of view.