LETRAMENTO LITERÁRIO: As obras maranhenses na formação do aluno-leitor no Ensino Médio

• Ano de defesa: 2024
• Autor(a) principal: OLIVEIRA, Bruna Rafaelle Castro de
• Orientador(a): VELÁZQUEZ CASTELLANOS, Samuel Luis
• Banca de defesa: VELÁZQUEZ CASTELLANOS, Samuel Luis , PANIZZOLO, Claudia , MOURA, Hercília Maria Vituriano de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: Letramento literário; Estratégias de leitura; Formação de leitores literários; Obras maranhenses
• Palavras-chave em Inglês: Literary literacy; Reading strategies; Training of literary readers; Works from Maranhão
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5967

The present research aims to analyze to what extent the teaching of reading through Maranhão literary works, mediated by the Portuguese language teacher, has impacted reading practices and the formation of literary readers in the 3rd-year high school class at CE Nina Rodrigues School. The goal is to understand the resonance of reading local literary works in the development of readers. The study examines the theoretical and methodological concepts guiding literary literacy and teachers' reading practices in this class according to the DCTMA, identifying the strategies employed in the teaching- learning process when adopting a socio-interactionist approach. The research interprets data by combining bibliographic analysis, the review of normative documents, and the theoretical-methodological assumptions of collaborative action research. It employs pedagogical intervention research, focusing on the 3rd-year high school teacher and their respective class. The study involves interlocutors evaluated through observation, semi-structured interviews, discussion circles, and questionnaires as investigative tools. The findings reveal a lack of literary reading practices in the classroom that promote reader development and strategies facilitating the mediation between students and literary works. This highlights the need for a Guidelines Booklet to support pedagogical practices. The booklet, featuring four didactic sequences grounded in the interactive perspective of language as an example, aims to reframe literary reading practices in basic education.