Letramento literário e suas contribuições para o desenvolvimento da linguagem e das competências psicossociais de crianças e adolescentes

Abstract

This undergraduate thesis analyzes the importance of literary literacy for the development of language and psychosocial competencies in children and adolescents. The study relies on the distinction between alphabetization and literacy, arguing that the formation of a competent reader requires more than the decoding of signs, demanding the social appropriation of writing and a critical understanding of the world. The research, of a bibliographic, qualitative, and descriptive nature, is grounded in theorists such as Angela B. Kleiman, Rildo Cosson, Maria Helena Martins, Paulo Freire, and Dan Isaac Slobin, articulating concepts of literary theory with aspects of the individual's biological and cognitive maturation. To illustrate the application of these concepts, a comparative analysis was conducted on the works Menina Bonita do Laço de Fita, by Ana Maria Machado, and A Casa da Madrinha, by Lygia Bojunga. The choice of these books allowed for the observation of how different levels of narrative and thematic complexity cater to distinct stages of reader development, addressing topics from identity construction and representation to issues of social inequality and resilience. The results demonstrate that literature, when mediated in a gradual and humanized manner, acts as an irreplaceable instrument for vocabulary expansion, the mastery of more complex language structures and the strengthening of empathy and otherness. It is concluded that literary literacy is essential for the formation of autonomous and critical subjects, capable of actively intervening in society.