Post by account_disabled on Dec 11, 2023 1:22:53 GMT -10
That: Read to understand the world, to live better. In our culture, the more comprehensive the conception of the world and life, the more intensely we read, in an almost endless spiral, which can and should begin at school, but cannot (and does not usually) end there. It is worth noting that the school plays a very important role in the child's development in reading activities, not only written texts, but also reading the world. In this sense, the school, in its Early Childhood Education segment, can use literature as an instrument for constructing meanings. According to Bettelheim, (2019, p. 10-11), the most important and most difficult task in raising a child is to help them find meaning in life, the experiences they live promote this ability and when children are Small is the literature that best channels this type of information.
However, the author highlights that: The primers and manuals in which you learn to read at school are intended to teach the necessary skills, without taking meaning into account. The overwhelming majority of the rest of so-called “children's literature” seeks to amuse Phone Number List or inform, or both. But most of these books are so superficial in substance that almost nothing of significance can be gained from them. […] The worst characteristic of these children's books is that they deceive children of what they should gain from the experience of literature: access to a deeper meaning and what is meaningful to them at this stage of development. The author complements his thoughts by concluding that literature should awaken children's curiosity and, to enrich their lives, it should sharpen their imagination, stimulating their intellect and emotions, relating simultaneously to all aspects of their personality.
For Queirós (2005, p. 173), “Every reading causes a thought, and thinking is an always operative act.” It is important to say that, although schools recognize the importance of using literature, they still do not explore it as they should, as there is a much greater concern with the world of letters than with the world of ideas. Regarding reading, Cagliari (1993, p. 173) states that: Reading cannot be a secondary activity in the classroom or in life, an activity to which the teacher and the school dedicate no more than a few minutes, in the eagerness to return to the problems of writing, considered more important. There is a huge disregard for reading, for texts, for programming this activity at school; however, reading should be the greatest legacy bequeathed by schools to students, as reading, and not writing, will be the perennial source of education, with or without school.