A DIMENSÃO ESTÉTICA DA ARTE LITERÁRIA NA EDUCAÇÃO INTEGRAL DO ESTUDANTE DO ENSINO FUNDAMENTAL ANOS INICIAIS

Abstract

This research is affiliated with the Graduate Program in Education – Academic Master’s Degree at Centro Universitário Mais – PPGE/UNIMAIS, within the research line Education, Theory and Pedagogical Processes (L1 – ETPP). Its theme focuses on the aesthetic dimension of literary art in the integral education of students in the early years of Elementary School. The research problem guiding this study is: how does the aesthetic dimension of literary art contribute to the integral education of students in the early years of Elementary School? The general objective of this research is to analyze the importance of literature as art and as an aesthetic experience in the integral education of students. The study is based on the premise that literature, understood as an artistic manifestation, plays a fundamental role in the development of sensitivity, imagination, and human formation. In this regard, the study draws on the reflections of Antonio Candido and Antoine Compagnon concerning the humanizing function of literature; Rildo Cosson’s contributions to literary literacy; Marisa Lajolo’s discussions on the teaching of literature; as well as the reflections of Tzvetan Todorov and Lev Vygotsky on aesthetic experience and the role of art in human development, in addition to the other theorists referenced throughout this research. Based on this premise, the following specific objectives were established: 1) to discuss the meaning of literature as art; 2) to identify and interpret the proposals presented in the National Book and Reading Plan (PNLL) and the Brazilian National Common Core Curriculum (BNCC) for the teaching of literature in Elementary School; and 3) to highlight the importance of literature for student development. The research method is informed by historical-dialectical materialism. The study is characterized as a qualitative, bibliographic, and documentary investigation aimed at analyzing academic productions and official documents that guide the teaching of literature in the early years of basic education. The dissertation is structured into three chapters. The first discusses literature from the perspective of text and context, examining its conceptual and aesthetic foundations. The second examines the guidelines established by official documents for the teaching of literature in the early years of Elementary School. The third analyzes the importance of literature for student development, with an emphasis on literary literacy and literary creation. Dissertations and other studies addressing literature as art, reader formation, and aesthetic experience in the school context are also examined. The study further highlights the fundamental role of pedagogical mediation in this process, as the teacher acts as a mediator between the literary text and the developing reader, thereby producing and expanding the student’s literary experience.