出版社：Instituto de Biociências - Campus de Rio Claro - Unesp
摘要：The act of telling histories is one of the pedagogical activities that compose the didactic actions developed in the preschool age period. We start by the thought that the educator’s identification of the scenes that can unchain a moral discussion, as well as, the organization of a pedagogical action, by the judgment of the character’s actions, propitiates an adjusted environment for the work with the citizenship formation process. With this intention the present article has as objective to argue, from the Piaget’s theoretical referential on the process of the moral development, the use of Infantile Literature texts as ways for the organization of an educative action with the process of the infantile morality evolution. We select for the organization of this work three moments: the contextualization of the theoretical referential; the presentation of two texts, in which the educator can identify, in the plot of the histories, scenes that are possible to unchain a moral discussion; the election of a Literature text that was submitted to the child with the intention of demonstrating the educator’s intervention in the construction process of the dialogue, the argument and the confrontation of divergent points of view, aiming at the co-ordination of different perspectives.
其他摘要：The act of telling histories is one of the pedagogical activities that compose the didactic actions developed in the preschool age period. We start by the thought that the educator’s identification of the scenes that can unchain a moral discussion, as well as, the organization of a pedagogical action, by the judgment of the character’s actions, propitiates an adjusted environment for the work with the citizenship formation process. With this intention the present article has as objective to argue, from the Piaget’s theoretical referential on the process of the moral development, the use of Infantile Literature texts as ways for the organization of an educative action with the process of the infantile morality evolution. We select for the organization of this work three moments: the contextualization of the theoretical referential; the presentation of two texts, in which the educator can identify, in the plot of the histories, scenes that are possible to unchain a moral discussion; the election of a Literature text that was submitted to the child with the intention of demonstrating the educator’s intervention in the construction process of the dialogue, the argument and the confrontation of divergent points of view, aiming at the co-ordination of different perspectives.
关键词：literatura infantil; desenvolvimento moral; diálogo; valores éticos-morais.
