Contribuições da literatura infantil para bebês e crianças bem pequenas de 0 a 3 anos na perspectiva histórico-cultural: revisão bibliográfica (2013 a 2022)

Abstract

Children's literature for babies and very young children plays a fundamental role in subjective human formation and in the integral development of children from birth. The overall objective of this research was to understand the contributions of literary reading to the development of babies and very young children aged 0 to 3 years, based on theses and dissertations developed in Brazil in the field of Education between 2013 and 2022, grounded in Historical-Cultural Theory. The theoretical framework is anchored in Historical-Cultural Theory, which argues that development is an uninterrupted process, and contact with literary books is understood as the appropriation of a cultural object with countless humanizing possibilities. The methodology is characterized as bibliographic research. Data collection took place in the Brazilian Digital Library of Theses and Dissertations (BDTD), and the corpus consisted of 20 works (14 dissertations and 6 theses). The results of the research reveal that literary reading, when experienced from birth, acts as an essential mediator for the development of higher psychological functions, stimulating imagination, memory, attention, perception, thought, and language. The works analyzed indicate that literary reading enables the creation of emotional bonds, broadens experiences and aesthetic sensitivity, as contact with books is both a right of children from infancy and a powerful means of integral development. Among the main lessons learned from the research, we highlight the understanding that children's literature for babies and very young children has a humanizing power, calling on adults, especially daycare teachers, to rethink their conceptions, attitudes, and pedagogical practices, overcoming narrow views that treat reading as mere preparation for literacy.