A Po(ética) da Infância e a Formação para os Valores

• Main Author: Joana Cavalcanti
• Format: Article
• Language: English
• Published: Escola Superior de Educação de Paula Frassinetti 2010-10-01
• Series: Saber & Educar
• Online Access: http://repositorio.esepf.pt/bitstream/handle/10000/448/SeE_15PoeticaInf_ncianovo.pdf?sequence=1
• ISSN: 0873-3600; 1647-2144

A Literatura para a Infância se constitui como uma das grandes possibilidades de contacto da criança com a realidade e com o mundo. Para além de propor sensibilização estética, o espaço literário também se oferece como lugar de busca e produção de sentido. Assim, uma (po)ética da Literatura para a Infância deve ser considerada na medida em que se situa como um conjunto ou sistema de ideias destinado à compreensão do universo da infância, englobando alguns aspectos referentes à educação ética e moral das crianças. A proposta assenta numa reflexão com vista à função do texto literário destinado à criança na construção do sujeito e da sua visão de mundo, o que se considera integrar plenamente os direitos da criança naquilo que lhe confere a participação activa na sua formação ética e moral, portanto como pessoa. First of all, it is important to see the present theme as an opportunity to reflect about childhood with the idea that poetics broadly articulates with the various dimensions of education. Such poetics can be regarded as a system or set of ideas aimed at understanding the universe of childhood, embracing some aspects related to ethics and moral education of children. However, this work is based on a reflection regarding the role of Children's Literature in the construction of the subject and his world’s perceptions. I raise some questions regarding the function of art, specifically Literature, in the formation of an ethic personality that for many reasons should be formed since the earliest days of childhood. I emphasize the importance of creation in the process of development, because the creative act leads to high levels of symbolic experience and to the feeling of self-growth, since it promotes movements of identification, empathy and alterity, beyond the aesthetic pleasure. To broaden the discussion I recall some authors of the Theory of Knowledge, Literature and Philosophy. I discuss Gaston Bachelard’s (2001) The Poetics of Reverie and The Poetics of Space as a guide to think about childhood as a universal, permanent and fundamental stage, being the time of the inauguration of the subject and his first appropriation of the world. The dimension of Children's Literature is discussed with the dimensions of ethics and values education having in the light of the ideas of the psychologist Yves de La Taille (2006).