LITERATURA INFANTIL: INTERFACES COM A EDUCAÇÃO AMBIENTAL

DOI:

https://doi.org/10.17564/2316-3828.2026v13n2p185-200

Authors

  • Luiz Eduardo Paulino da Silva Universidade Federal do Amapá
  • Gabryel Cardoso Pavão Universidade Federal do Amapá
  • Francy Mila de Caldas da Silva Universidade Federal do Amapá

Published

2026-06-16

Downloads

Downloads

Download data is not yet available.

Issue

Vol. 13 No. 2 (2026): Fluxo Contínuo

Section

Artigos

License

Copyright (c) 2026 Interfaces Científicas - Educação

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

A Revista oferece acesso livre e imediato ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico contribui para a democratização do saber. Assume-se que, ao submeter um artigo, o(a) autor(a) se reconhece como detentor(a) do direito autoral sobre ele e autoriza seu livre uso pelos leitores, podendo ser, além de lido, baixado, copiado, distribuído e impresso.

Abstract

Abstract:

The article analyzes the interfaces between children’s literature and Environmental Education, focusing on the works Chapeuzinho Verde and Infância na Aldeia. The aim is to understand how this relationship contributes to the development of ecological awareness from early childhood. It is based on the assumption that early contact with the environment is essential for the child’s integral development and for building a responsible attitude toward nature. Based on the selected corpus, the discussion highlights the relevance of children’s literature as a pedagogical resource capable of bringing children closer to environmental issues, encouraging the formation of values related to preservation, respect, and care for the environment. The study also emphasizes the role of educators in mediating these experiences, underscoring the importance of practices that integrate aesthetic sensitivity, critical reflection, and environmental experiences. Thus, literary narratives become a significant tool for developing ecological attitudes in the early years of schooling, strengthening the formation of more conscious and committed individuals with sustainability.

Keywords: Pedagogy students; Dialogues; Reflective reading.

 

Author Biographies

Gabryel Cardoso Pavão, Universidade Federal do Amapá

Abstract:

The article analyzes the interfaces between children’s literature and Environmental Education, focusing on the works Chapeuzinho Verde and Infância na Aldeia. The aim is to understand how this relationship contributes to the development of ecological awareness from early childhood. It is based on the assumption that early contact with the environment is essential for the child’s integral development and for building a responsible attitude toward nature. Based on the selected corpus, the discussion highlights the relevance of children’s literature as a pedagogical resource capable of bringing children closer to environmental issues, encouraging the formation of values related to preservation, respect, and care for the environment. The study also emphasizes the role of educators in mediating these experiences, underscoring the importance of practices that integrate aesthetic sensitivity, critical reflection, and environmental experiences. Thus, literary narratives become a significant tool for developing ecological attitudes in the early years of schooling, strengthening the formation of more conscious and committed individuals with sustainability.

Keywords: Pedagogy students; Dialogues; Reflective reading.

 

Francy Mila de Caldas da Silva , Universidade Federal do Amapá

Abstract:

The article analyzes the interfaces between children’s literature and Environmental Education, focusing on the works Chapeuzinho Verde and Infância na Aldeia. The aim is to understand how this relationship contributes to the development of ecological awareness from early childhood. It is based on the assumption that early contact with the environment is essential for the child’s integral development and for building a responsible attitude toward nature. Based on the selected corpus, the discussion highlights the relevance of children’s literature as a pedagogical resource capable of bringing children closer to environmental issues, encouraging the formation of values related to preservation, respect, and care for the environment. The study also emphasizes the role of educators in mediating these experiences, underscoring the importance of practices that integrate aesthetic sensitivity, critical reflection, and environmental experiences. Thus, literary narratives become a significant tool for developing ecological attitudes in the early years of schooling, strengthening the formation of more conscious and committed individuals with sustainability.

Keywords: Pedagogy students; Dialogues; Reflective reading.

 

How to Cite

Silva, L. E. P. da, Pavão, G. C., & Silva , F. M. de C. da. (2026). LITERATURA INFANTIL: INTERFACES COM A EDUCAÇÃO AMBIENTAL. Interfaces Científicas - Educação, 13(2), 185–200. https://doi.org/10.17564/2316-3828.2026v13n2p185-200

References

ARIÈS, Philippe. História Social da Criança e da Família. 2 ed. Rio de Janeiro: LTC, 1981.

AUGUSTO, C. A. et al. Pesquisa Qualitativa: rigor metodológico no tratamento da teoria dos custos de transação em artigos apresentados nos congressos da Sober (2007-2011). Revista de Economia e Sociologia Rural, v. 51, n. 4, p. 745–764, 2013. Disponível em: https://doi.org/10.1590/S0103-20032013000400007. Acessado em 29/11/2024.

BARROS, Maria Isabel Amando de. Desemparedamento da infância: A escola como lugar de encontro com a natureza. Criança e natureza, alana. 2 edição. Rio de Janeiro, julho de 2018. Disponível em: https://jbb.ibict.br/bitstream/1/1328/1/Desemparedamento_infancia.pdf. Acessado em: 29 de maio de 2024.

BRANDÃO, Carlos Rodrigues. Aqui é onde eu moro, aqui nós vivemos: escritos para conhecer, pensar e praticar o município educador sustentável. 2. ed. Brasília: MMA, Programa Nacional de Educação Ambiental, 2005.

CAPRA, Fritjof. As conexões ocultas: ciência para uma vida sustentável. São Paulo: Cultrix, 2002.

EAGLETON, Terry. Teoria da literatura: uma introdução. 6. ed. São Paulo: Martins Fontes, 2006.

FARIA, Maria Alice. Como usar a literatura infantil na sala de aula. 5. ed. São Paulo: Contexto, 2012.

FREIRE, Paulo. Pedagogia da Autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.

GADOTTI, Moacir. Pedagogia da Terra. São Paulo: Editora Cortez, 2000.

LOUREIRO, Carlos Frederico Bernardo. Complexidade e dialética: contribuições à práxis política e emancipatória em educação ambiental. Educ. Soc., Campinas, v. 27, n. 94, p. 131 152, jan./abr. 2006. conhecer.org.br+1

LUSTIG, Andréa Lemes. Criança e infância: contexto histórico social. Grupo de Pesquisa: Contextos Educativos da Infância Agência Financiadora: não contou com financiamento. Disponível em: https://files.cercomp.ufg.br/weby/up/693/o/TR18.1.pdf. Acessado em 11/09/2024.

MORAN, José Manuel. Educar para a sustentabilidade. São Paulo: Cortez, 2010.

SOUZA, Vanda Cristina da costa. Ecopedagogia na Educação Infantil. Serra, 2011.

TIRIBA, Léa. Crianças, natureza e educação infantil. Tese de Doutorado, Departamento

TIRIBA, Léa. Educação infantil como direito e alegria. Universidade Federal de São Carlos, Brasil, Laplage em Revista, vol. 3, núm. 1, 2017. Disponível em: https://www.redalyc.org/articulo.oa?id=552756521008. Acessado em 11/09/2024.

ZOLIN, Lúcia Osana. O que é literatura? Provocações metalinguísticas em narrativas de Luci Collin. Estudos de Literatura brasileira contemporânea, n.5, p. 321-340, jan./jun. 2015.