Literatura infantil e diversidade social: uma leitura da obra Flicts, de Ziraldo

Abstract

This study presents a reading of Ziraldo's Flicts, bringing concepts that address children's literature, literary literacy, and the teacher's mediation in the formation of children as critical readers, highlighting the importance of valuing diversity and selfacceptance in early childhood education. To carry out this research, an analytical reading of this literary work was made, a book that brings a lot of color, which shows how each person can find themselves in the world, accept themselves, and accept others with their differences, respecting each other's space. Thus, the main objective was to analyze the contributions of children's literature in the context of social diversity based on the work by Ziraldo, in addition to deepening the concept of children's literature and literary literacy through reading the work, valuing and recognizing the diversities presented in the literary work, and analyzing literary literacy practices in children's literature based on the book Flicts. The study addresses the contributions of children's literature in the context of social diversity and respect for differences, aiming to answer the question "how can reading works like this contribute to the formation of child readers with regard to the development of important aspects for citizenship and for the construction of a more egalitarian and fairer society?" The research was conducted in a qualitative, bibliographic manner, grounded in contemporary theories of literary literacy, Cosson (2021), didactics of teaching children's literature, Zilberman (2003), studies on early childhood education, Oliveira (2013), children's literature, Abramovich (2006), literature and sociology, Candido (2011), child and family history, Ariés (1986), literacy, Soares (2020), early childhood education, Vasconcelos (2016), diversity in children's education, Adurens, F. D. L.; Proscencio, P. A; Wellichan, D. S. P; (2018), among other authors, besides laws and constitutions. In fact, as a result of the research, the importance of the reading project, the mediation of reading and the teacher during the training process is perceived, with the realization of literary literacy, causing the child from an early age to develop their ability to observe differences, valuing diversity. It is hoped, therefore, to strengthen the idea that literary reading can enhance and assist in the formation of readers who combat prejudice and help to deconstruct stereotypes and stigmas that still remain in our society.