Contribuição do PNLD/ literário 2022 à formação humana e cultural de crianças pequenas

Abstract

This research is part of the research line Public Policies in Education, Formative Processes and Diversity, within the Graduate Program in Education at the Universidade do Oeste Paulista (UNOESTE), in the state of São Paulo, Brazil. The study aimed to investigate and analyze how the literary works distributed through the National Textbook and Teaching Material Program (PNLD) Literary 2022 contribute to the human and cultural formation of young children, especially in the preschool stage, recognizing children’s literature as a crucial experience in early childhood development. The investigation is grounded in the theoretical framework of the Sociology of Childhood, which understands childhood as a distinct social category and views children as historical, social, and cultural subjects endowed with agency, cultural production, and active participation in meaning-making processes. In this context, the PNLD Literary 2022, a public policy implemented by the National Fund for Educational Development (FNDE), was analyzed as a strategic program to democratize access to literature in Brazilian public schools, ensuring children’s right to culture, imagination, and literary language from the earliest years of schooling. Methodologically, the research adopted a qualitative approach of bibliographic and documentary nature. The corpus consisted of normative and curricular documents related to Early Childhood Education, such as the National Curriculum Guidelines for Early Childhood Education and the National Common Core Curriculum (BNCC), as well as narrative literary works from collections 19 to 23 of the PNLD Literary 2022, specifically intended for preschool. From the approximately 270 titles distributed in these collections, 31 relevant narrative works were identified for interpretative analysis, according to criteria aligned with the principles of human formation. The analysis was organized around eight thematic criteria developed at the intersection of the Sociology of Childhood and the formative axes of Early Childhood Education: identity and self-esteem; coexistence and friendship; diversity and otherness; expression of feelings and emotions; imagination and symbolic language; family and intergenerational relationships; nature and environment; autonomy and child protagonism. These criteria made it possible to understand how literary narratives address essential human experiences in childhood, fostering reflections on the self, the other, social interaction, affection, cultural plurality, and the symbolic construction of the world. The results show that the selected works have significant formative potential by promoting children’s emotional, social, cultural, and ethical development, strengthening affective bonds, expanding symbolic repertoires, and valuing children’s cultures. It is concluded that the PNLD Literary 2022, by providing diverse and high-quality literary collections to public institutions, contributes to consolidating literature as a cultural right of children and as an essential instrument in the formation of sensitive, critical, participatory subjects and cultural producers within the context of Early Childhood Education.