Visitando o fantástico pelas veredas do conto: práticas escolares de leitura literária no ensino fundamental II

• Ano de defesa: 2019
• Autor(a) principal: Ribeiro, Jullyana Corrêa
• Orientador(a): Faria, Vivianne Fleury de
• Banca de defesa: Faria, Vivianne Fleury de, Silva, Leosmar Aparecido da, Silva, Célia Sebastiana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Ensino na educação básica; Formação do leitor; Literatura; Conto
• Palavras-chave em Inglês: Teaching in basic education; Reader formation; Literature; Tale
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10160

This work deals with the formation of the literature reader, in view of a socially marginalized school context, therefore, without the material resources necessary to perform basic activities, such as literary reading. The research took place in a public and peripheral school, Paulino Inácio Rosa Municipal School (EMPIR), more specifically in the 8th grade elementary school, which the researcher already acts as a full professor. The general objective of this research is to contribute to the development of theories, methods and practices about the teaching of literary reading at the fundamental level II and, thus, to facilitate the work of the teacher who works, especially, in public schools. Moreover, it is hoped that this research will in fact contribute to the education of the literature reader, in particular, the formation of socially marginalized students, who study and reside in the periphery and, therefore, live with a minimal perspective of social growth, economic and intellectual. In this sense, as a theoretical reference, this study was based on the concepts of Candido (2000), Eco (2003), Lajolo (2004), Todorov (2009), as well as other scholars who treat literary reading as a fundamental element for the constitution of citizenship. It is noteworthy that four fantastic tales by Murilo Rubião and four others by José J. Veiga were used, which fit the fine line between realism and the fantastic, as fundamental tools for the constitution of the corpus of this work, which was obtained through audio recordings of the participants' oral productions. In addition, the works of Bourdieu (2012) and Freire (2006) were also essential to consider the reality of the research members and the influence of the family environment on school performance, therefore, in the development of reading competence. Another important aspect that guided this work was with the concepts pointed out by the works of Zilberman (1989), among other scholars who were fundamental to understand and think, in practice, the issues that involve the reception of the literary text, as well as the whole. meaning-making process, considering both the reader's expectation horizon and the strangeness that he is sometimes subjected to when he does not identify with the work of art. All this, in order to grasp and demonstrate the relations of representation and reading strategies that the reader uses in the production of meaning. Regarding the methodology, this work adopted the action research method, which assumes the involvement of the researcher, as an active participant, in order to act in the field of practice and investigate the problems identified. In addition, this research is linked to the site www.literaturanaescola.com, created with the purpose of facilitating the access of all discussed concepts to teachers who wish to improve their teaching practice or to dialogue with their peers about the most varied methodologies that comprise the pedagogical action. Thus, this Final Educational Product can be seen as a kind of extension of field research. From this performance, it was possible to realize that the establishment of a dialogue environment - where students' previous knowledge is considered and respected by all participants -, as well as the presentation of literary texts that have a well-elaborated aesthetic and that actually communicate with the students. reality of students contribute efficiently to the formation of literary taste and, therefore, to the autonomy of the student reader.