The (in) visibility of children's literature in public literacy policies: Reality Brazil and Portugal

Abstract

Literature as a product of human culture occupies a political space in social relations, whether at school or outside it. As a source of humanization for children in their constitution process, literature needs to be thought of as a cultural process and product in a context of historical space and time. That said, the present study analyses the place of literature for children in current public literacy policies in Brazil and Portugal, in view of the approximation of both, particularly due to language and history. From this perspective, children's literature is analysed in the official documents in the initial literacy process, when the child appropriates verbal language, in its different manifestations, uses and functions, materialized in the diversity of discursive genres. The purpose of the study is to unveil the (in) visibility of literature in the literacy process in two official documents, the National Common Curricular Base (Brazil) and Essential Learning - Basic Education - Portuguese (Portugal), highlighting the contrasts and convergences in the scenarios Brazilian and Portuguese public policies, in order to problematize the legal aspects that refer to the theme of the study. Qualitative research (2020) is based on a bibliographic and documentary study on the subject. The results show distances between the documents of Brazil and Portugal, suggesting sometimes a certain visibility and sometimes an invisibility of children's literature in the literacy process, however in a dimension in which literary art excels and can greatly contribute to the learning of reading and writing of the child in the literacy process.