“Quando eles fazem perguntas, vem mais coisa na minha cabeça pra perguntar”: a ideologia presente na literatura infantil e as reflexões com crianças em uma escola da periferia de Porto Alegre

Abstract

The theme developed in this thesis is related to the contribution of Children's Literature in the formation of readers, focusing on the reflections of children from the dialogical reading of four works indicated by the National Plan for Literacy in the Right Age (Plano Nacional pela Alfabetização na Idade Certa – PNAIC). The main objectives were: to examine the content of the selected works in the context of the PNAIC policy; identify children's understandings of these works, considering an ideology underlying the stories; analyzed as children's reflections on Children's Literature from the dialogue with their peers and with a researcher. The study takes place with children and teachers of a municipal school located in a low-income and peripheral area of Porto Alegre. The qualitative research is inserted in the field of dialectical historical materialism with methodological procedures of participatory research, based on Freire, Brandão and Fals Borda. The main categories of analysis were: Ideology, from the studies of Volóchinov, Marx and Engels, Žižek, Mészáros, Eagleton, Williams, Gramsci; Language, through the elaboration of Bakhtin, about the responsive and the construction of statements; Dialogic reading with the vision of Freire. As a result, it was found that Children's Literature reflects the contradictions of society and is found in the constant dialectical tension between the reproduction of the structure of the capitalist system and the construction of another hegemony, but that, depending on the mediations engendered, there is a possibility of opening gaps. Reading just for fruition does not problematize social issues. However, when confronted in the dialogical reading among the research participants, it promotes reflections that awaken social awareness. This process can occur individually, despite the reader's social practice. However, pedagogical mediation and dialogue with peers can facilitate the creation of loopholes which help to overcome the limits imposed by historical time.