Formação do Leitor Literário: uma Perspectiva para o Avanço na Aprendizagem

• Ano de defesa: 2024
• Autor(a) principal: MARIA EDNALVA DOS SANTOS RODRIGUES
• Orientador(a): Amaya Obata Mourino de Almeida Prado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: BNCC; Literatura; Língua Portuguesa; Leitor proficiente.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9489

This paper presents the results of an action research project carried out in the classroom with the aim of training literary readers in Portuguese language classes. At the end of the project, we intend to see if the process of training the literary reader contributes to learning progress. For this research, we selected two skills from the BNCC - National Common Curricular Base (BRASIL, 2018), from the artistic-literary field, in order to develop reading proficiency in students, in an 8th grade class, at the Manoel da Costa Lima State School, in the municipality of Bataguassu - MS, aged between 13 and 14. To carry out this work, we selected theories that underpin the potential for teaching through literary reading, such as the concept of Literary Literacy (Cosson 2012), combined with the receptive method proposed by Maria da Glória Bordini and Vera Teixeira de Aguiar (1993). The work was developed using the action research method presented by Michel Thiollent (1986), with the aim of intervening in the problem situation and, at the same time, verifying progress. The entire development process was guided by the theoretical approaches to teaching literature in the classroom and reader training advocated by the BNCC. The proposal was developed using modules in the form of literary text reading workshops, focusing on reading, understanding and interpreting literary texts. For this work, we used works of children's literature in the short story genre. We used the results of two evaluations carried out by the Novo Mais Educação program's monitoring system, in partnership with the MEC and the Center for Public Policy and Education Evaluation (CAED), as parameters for verifying student learning. The results provided the basis for an initial diagnosis of the skills that the students had not yet consolidated. In addition to these criteria, we applied: dissertation assessment, producing activities, questionnaires, textual production and oral participation. The results presented were used to observe progress at each stage of the workshop modules, with the presentation of more challenging texts, with the aim of training the reader, developing the skills and abilities for proficient and autonomous reading. In the end, we demonstrated that the students who took part in this project developed other reading skills, making progress in the learning process, by means of the assessments proposed by the Mato Grosso do Sul Department of Education (SED). Our research shows that the literary text is the teaching tool that best contributes to human formation, which corresponds to the idea of integrality promoted through Literature. Keywords: BNCC; Literature; Portuguese language; Proficient reader.