Literatura potiguar em sala de aula: desatando os nós para o letramento literário
It is not recent that the concerns about reading and the lack of it in schools have been the dilemma among most Portuguese teachers. It is notorious the progressive distance from reading, especially from literary reading. The reasons are the most diverse. However, regardless of what are the reaso...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25580 |
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| Resumo: | It is not recent that the concerns about reading and the lack of it in schools have
been the dilemma among most Portuguese teachers. It is notorious the progressive
distance from reading, especially from literary reading. The reasons are the most
diverse. However, regardless of what are the reasons, it is urgent to seek and find
solutions to solve the problem caused by the gaps left by the lack of literary reading
in the formation of readers, which negatively influences the reading competence and
appreciation of literature. Facing this issue, we will expose a methodological
possibility based on action research with the main objective contribute to the
improvement of literacy of literacy of students. The intervention bases itself in the
validation and application of the Basic Sequence of Cosson (2014) to a group of 6th
grade elementary school students in a rural school in Serra de Santana, linked to the
municipal school network. Twenty-five students - two with special educational needs
- and the researcher as Portuguese teacher of the class participate in this
investigative process. In the methodological choice, considering the nature of the
studied phenomenon, we opted for the qualitative approach with ethnographic bias,
using as procedures observation and oral and written activities recorded in portfolios,
which contributed to a significant data collection in the attempt to answer the
proposed objectives. We started by the concept of reading as a socially referenced
practice present on the National Curricular Parameters (2001), Leffa (1996), Solé
(1998), Soares (2001), Kleiman (2009) and Rojo (2012). We used Rio Grande do
Norte State (“Potiguar”) Literature as a support to approach the reader with the
literary text in dialogue with Todorov’s (2001) propositions on the aspects of tradition
and literary continuity and Candido’s (1972 2007) propositions on literature as
humanizing. Through the activities carried out, students evidenced the understanding
of the humanizing aspect of literature, in compatibility with the literary literacy
effectiveness. This reveals to us that we have reached our goal. |
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