Trabalho pedagógico com as narrativas

The acquisition of writing represents one of the central aspects of the pedagogicalwork with children in the first years of elementary school. It is a process marked bythe need to create strategies of contact and interaction of children with linguisticphenomena in a situation of use. In this context, literary narratives are widely usedin the classroom, proving the fact that the teachers prepare the space suitable for the exploration of literary and oral narratives. These narratives express a context for the use of written and oral language and become a foundation for linguistic studies, especially for reading and writing activities. However, an important dimension of the pedagogical work with a focus on writing and reading are the development processes of authorship and the aesthetic relations learned in the narratives. This work aims to discuss the processes of authorship of children in relation to writing and the aesthetic relationships possible to be established from the contact with the narratives. The theoretical contribution was based on some studies of Vygotsky(2006), Vasquez (1982) and Bakhtin (2003). The qualitative and ethnographic research was carried out in a primary school in the public school system of the Federal District. We perceive the didactic-pedagogical potential of work with literary narratives beyond the scope of linguistic studies, but as a way of developinga competent, imaginative and knowledgeable reader / writer child of the aesthetic relations of language.