From the trivial to the unusual

Abstract

This work is part of an intervention participant research with a qualitative approach performed in a class of Elementary School 5th grade of a public school in Brazil. Although they have already completed the literacy cycle, the children had significant gaps in the development of oral and written language. When asked to read and write, they responded with little interest and apathy. Understanding the potential of children's literature combined with an imaginative context, our research aimed to show how a work based on the classics of children's literature can contribute to the development of imagination in textual productions of 5th grade students. The empirical material was treated seeking apprehension of the meanings and senses attributed by the students, based on signification nucleus study. Bringing new possibilities and reasons for reading and writing contributed assertively for children interest, allowing them to exercise creative activity in artistic and textual productions. From simple narratives related to their daily life to more complex situations permeated by imagination, children showed movements of change. In this way, we have recognized children improvements in imaginative processes construction, which collaborated to (re) significate activities with language development, evidencing the potential of pedagogical work based on literature and imagination.