A formação do leitor literário e a literatura afrodescendente na coleção Paic, Prosa e Poesia

• Ano de defesa: 2025
• Autor(a) principal: Souza, Raubete Araújo
• Orientador(a): Alfeld, Elisabete
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Literatura e Crítica Literária
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Leitor literário; Literatura regional; Mediação de leitura; Acervo Paic; Prosa e poesia; Literatura afrodescendente
• Palavras-chave em Inglês: Literary reader; Regional literature; Reading mediation; Paic; Prose and Poetry Collection; Afro-descendant literature
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45276

This research evaluates the relevance of the Paic: Prose and Poetry Collection in the formation of literary readers in the early years of Elementary School. The study focuses on analyzing how this collection contributes to the development of literary reading skills and to awakening children’s pleasure in reading. It also aims to highlight the importance of children’s literature in shaping literary readers and in supporting pedagogical practices that foster literary engagement in schools. Furthermore, the research underscores the role of Afro-descendant children’s literature in the development of literary readers, particularly in the second year of the early grades of Elementary School. The analysis centers on the Paic: Prose and Poetry Collection, part of the Literacy at the Right Age Program (PAIC) in Ceará, Brazil. The study is grounded in the assumption that exposure to literary works featuring regional language and Afro-descendant themes contributes significantly to students’ development of reading and writing skills, the construction of cultural identity, and the development of critical thinking. Additionally, such literature supports learning across various curricular areas in the early years of schooling. By showcasing works by authors from Ceará, the Paic: Prose and Poetry Collection serves as a valuable tool for cultivating competent and engaged readers. This research proposes to examine how reading these texts enhances key reading competencies— such as comprehension, interpretation, and literary analysis—and to explore the role of reading mediation in fostering reading enjoyment and building a strong reading identity. The use of regional language allows students to see themselves reflected in the texts, reinforcing a sense of cultural belonging. Afro-descendant themes, in turn, promote racial equity and help combat racism from an early age by presenting Black protagonists and challenging stereotypes and prejudices. These narratives contribute to the appreciation of cultural diversity and help strengthen students’ identities. The study also addresses the critical role of the reading mediator, emphasizing the value of activities that encourage interaction with texts and the exchange of ideas. It argues that effective mediation, combined with the literary quality of the Prose and Poetry Collection, can ignite genuine interest in reading—encouraging students to read for pleasure rather than merely out of obligation. Moreover, the research explores literature as a 9 powerful educational tool that fosters aesthetic, cognitive, and social development. Literary experiences help build reading and writing skills and cultivate critical, creative, and empathetic readers who are better equipped to engage meaningfully with the world and with others. To illustrate how the Paic: Prose and Poetry Collection promotes the visibility of Afro-descendant culture in a regional context, the study examines two themes within the collection related to this cultural heritage. One highlighted work is “O Baú Ancestral: Histórias de Bisavó” (“The Ancestral Trunk: Grandmother’s Stories”) by Patrícia Matos. This book is analyzed for its role in deconstructing stereotypes, promoting racial equity, and showcasing the potential of child readers through narratives that inspire imagination, support identity development, and foster literary expression