2026-10-162026-10-162023-10-24GOMES, Tamara Azevedo. Você tem medo de quê? Processos de leitura e escrita com crianças dos anos iniciais. Orientadora: Selma Costa Pena. 2023. 27 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2023. Disponível em: https://bdm.ufpa.br/handle/prefix/10360. Acesso em:.https://bdm.ufpa.br/handle/prefix/10360He present pedagogical intervention plan, entitled “What are you afraid of?”, presents a work proposal to develop activities with oral and written languages with children in the second year of elementary school, so that they understand the relevance of knowing and learning to deal with emotions, specifically fear, through reading the book “When I feel afraid”, written by James Misse. For reflections on children’s literature, foundations were sought in (Oliveira, 1996) and Damásio (2000) and in the studies of Augusto (2011) for discussions on written language. For this purpose, a set of activities were developed. In the first stage, the knowledge that children have about the theme of fear will be identified, which will make it possible to articulate the child’s knowledge of the world with the theme explained in the book “When I feel afraid”. Following this, we will present the book to the children, indicating the authorship of the text and its interpretation process, encouraging dialogue with the author of the text so that they can appreciate and understand the textual genre and, finally, writing activities will be developed, mediated by the teacher, in order to expand the possibilities for children to participate in interlocution processes. As a result, we point out that work of this nature can provide the literacy teacher, who will also work in the classroom, with professional skills and competencies to formulate and forward possible solutions to the problems of teaching written language that children will face at school, the possibility of experiencing approaches to written language in a meaningful way, with the learning of important themes through the study of textual genres. Children will thus be able to participate in collective and/or individual activities involving, in conjunction, activities with the modalities of oral, reading and writing.Acesso AbertoEmoçõesMedoLeituraEscritaEmotionsFearReadingWritingCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil