Crônicas de educação de Cecília Meireles: o letramento literário na infância

Abstract

This work is a study that aims to discuss how Cecília Meireles built her aesthetic-pedagogical project of formation of the child reader and advanced concepts such as "alphabetization"; "literacy"; "literary literacy" and "human formation" already in the 1930s, hastening several contemporary authors. As a corpus of the work, we used the Crônicas de Educação in dialogue with other publications by the columnist herself, forming a set that permeates, in addition to more chronicles published in other books, by poems and letters written to her friends Henriqueta Lisboa and Lúcia Machado de Almeida. The reading and analysis of the chronicles were based on critical studies about Cecília Meireles, among the authors, Darcy Damasceno (1982), Leodegário de Azevedo Filho (2017), Valéria Lamego (1996) and Margarida de Sousa Neves (2001) and the reflections about the brief genre reckoned by the authors Antonio Candido (1992) and Massaud Moisés (1975). The studies by Philippe Ariès (1986) and Walter Benjamin (1984) contributed to the analysis of the child's representation. The themes of education and humanization were read in the light of studies by Antonio Candido (1972) and Paulo Freire (1979); questions about the reader, the school, literary reading, as well as the formation of the reader were based on the authors: Antoine Compagnon (2009) and Umberto Eco (2002), Robert Jauss (1979), Wolfgang Iser (1996), Edgar Morin (2000), John Dewey (1959) and Piaget (1973, 2003). This methodological route, based on readings and analysis, bring the confirmation of our initial hypotheses: the formation of the child reader defended by the writer in her chronicles runs through the concepts of “child”, “childhood”, “reading”, “literature” and “ literary literacy”; as well as the accurate observation that humanization in childhood is directly related to the fulfillment of the right to literature, and that the school, along with the efficient and planned performance of the educator, has a fundamental role in the formation of children's readers and the development of literature in the childhood