Abstract
This article, anchored in Historical-Cultural Theory, aims to explore pedagogical practices in Early Childhood Education to reveal the challenges and potential of working with literature for the development of oral and written language. The empirical material from a public preschool class in the interior of São Paulo was produced in collaborative planning between teacher and researcher, with activities related to literacy. The article analyzes discursive interactions that took place around the work with a classic tale from children's literature: Little Red Riding Hood. Contrasting two activities, it shows the importance of repeating work with the same story so that children can memorize excerpts, dialogues, parts that interest them most, among other possibilities; this will give them support for imaginative creation. We are aware of the difficulties still faced in clarifying to parents and families the importance of working with literature, overcoming arguments primarily related to teaching children values and moral development.
Keywords:
Language; Literature; Pedagogical Work; Tale; Child Education
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Fonte: Acervo próprio.