A Literatura Infantil na Educação Infantil: História, Formação e Resistência em Tempos de Neoliberalismo.

Abstract

This research is part of the Postgraduate Program in Education - Academic Master's Degree at Centro Universitário Mais - UniMAIS and is part of the Research Line - Education, Culture, Theories and Pedagogical Processes. It aims to analyze the role of Children's Literature in Early Childhood Education, bringing its stories, the integral development of the child and their critical formation from Literature, especially in a context marked by the influences of neoliberalism, has as a bias the bibliographic and documentary research, with an exploratory, descriptive and qualitative character, conceptualized in dialectical historical materialism, based on the contributions of scholars such as Ariès (1981), Aranha (1996), Cademartori (2010), Freire (1989), Vygotsky (1991), Federal Constitution (1988), LDB (1996) among others. The hypothesis guiding this study is based on the historical and social understanding of childhood and early childhood education, spanning the Middle Ages to the present day. It highlights the evolution of childhood concepts, the legal frameworks for education in Brazil, and the impacts of neoliberal policies on children's rights and pedagogical practices. The study also explores the history of children's literature, its origins, transformations, and consolidation as a literary and educational field, highlighting the evolution of storytellers and notable authors in children's literature. Recognizing children's literature as an essential language for children's integral development, the research defends its importance in developing future critical, sensitive, and creative readers from the earliest school years, even if unconventionally. Furthermore, it discusses teacher training, emphasizing the need for teachers to be awakened and enchanted by the pedagogical, aesthetic, and political value of children's literature. Finally, possibilities of pedagogical practices that use Literature as a tool of resistance and transformation in the neoliberal context are presented, contributing to the construction of a more humanized and emancipatory education, starting from Early Childhood Education.