Children’s literature and the formation of citizen readers: narrative and aesthetic aspects in the approach to the work “Malala’s magic pencil” in the 1st year of Elementary School

aspectos narrativos e estéticos na abordagem da obra “Malala e seu lápis mágico” no 1º ano do Ensino Fundamental

Abstract

The study addressed children’s literature in the literacy process, particularly in the 1st year of Elementary School, focusing on the potential of literary texts as a mediating mechanism for reading and writing in pedagogical practices. The general objective was to analyze how the narrative and aesthetic composition of the work “Malala’s Magic Pencil” by Malala Yousafzai (2018) (illustrations, language, plot, etc.) can be explored in the literacy and reading development process in the 1st year of Elementary School, promoting not only the learning of reading and writing, but also the development of civic values and collective social awareness. The study was developed through qualitative, exploratory, and bibliographic research. The analytical reading of the children’s literary work (Durão, 2015) encompassed both literary and pedagogical aspects, fostering reflection on its social and cultural repercussions, as well as an understanding of alternatives for integrating its approach productively into educational practices, thereby contributing to the development of reading and writing skills. Thus, these processes come to be understood as mechanisms of emancipation, enabling individuals to become better prepared to question, expand knowledge, interpret the world, and act in the transformation of their own reality.