THE IMPORTANCE OF LITERARY LITERACY IN PSYCHOPEDAGOGICAL INTERVENTION

Abstract

This article presents a clinical psychopedagogical intervention experience with a 9-year-old child, conducted over eight sessions in 2024, which aimed to analyze the potential of literary literacy in the development of learning and socio-emotional skills. The methodology integrated psychopedagogical assessment, reading of children's books, dramatizations, and symbolic games, articulated with sensitive listening. The results showed that literature favored the building of bonds, broadened access to the literate universe, and contributed to advances in reading, writing, and emotional expression, strengthening the child's self-confidence and engagement. It is concluded that literary literacy constitutes an effective and humanizing resource in psychopedagogical practice, promoting not only academic skills but also processes of meaning-making and integral development.