Leitura do livro Chão dos Simples na sala de aula: riso e tradição regional nos contos de Manoel Onofre Júnior

• Ano de defesa: 2018
• Autor(a) principal: Lima, Simara Ribeiro Gomes da Cunha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS – PROFLETRAS
• Palavras-chave em Português: Ensino; Literatura; Letramento; Onofre Júnior; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/26195

The teaching of literature has been neglected during the last decades in Elementary Education, mainly in public schools. For this reason, and aware of the importance of the knowledge disseminated in literary texts in the construction of students’ learning as citizens, we chose to teach literature. Thus, this work presents a proposal for intervention in the classroom, applied in the 8th grade of the Municipal School Manoel João Barbosa, located in the rural area of the municipality of Logradouro in the state of Paraíba. The main objective of our work was to develop the student reading skills through literary texts, with the focus on their critical-social and cultural transformation. For this reason, we take the literary literacy to the aforementioned class through the application of reading of tales that are part of the book, Chão dos Simples (Floor of the Simple) (2014) written by Manoel Onofre Jr. which was born in the state of Rio Grande do Norte. The book has as its thematic unit the laughter and the regionalist tradition. Therefore, we insert the literary text in the classroom, motivating the student's interest in reading; in addition, we provide them with necessary conditions to produce regionalist tales from their experiences with the stories read. As this study is about reading experience in school, it adopts the basic didactic sequence model, according to the systematization of Rildo Cosson (2014) in his book: Letramento Literário: teoria e prática (Literary Literature: theory and practice), which comprises four phases: motivation, introduction, reading and interpretation. In addition to the theoretical ground in Rildo Cosson's reflections, this work also had as theoretical contribution the thought of Antonio Candido (1995), in his essay “O direito à literatura” (The right to literature); the critical systematization of Antoine Compagnon (2009), present in his work Literatura para quê? (Literature for what?); the essay by Leyla Perrone-Moisés (1996), “Literatura para todos” (Literature for All), among others. The theoretical and critical systematizations of these authors served as basis for reflection on the relevance and role of literature at school and in individuals' lives, either as an instrument of social criticism, in the formation of citizens, or as their intellectual and cultural formation. The results achieved by this research point out to the importance of teaching literature in the classroom, the literary text being the source of this teaching. This methodology allowed the students free access to reading as a form of selfrecognition, as well as the construction of new knowledge. Combined to this, we observed that the students engaged in this intervention, increased reading and writing skills, thus proving an advance in the competence of literary readers.