Releitura e recontação de contos de fadas a partir de cadernos de leitura

• Ano de defesa: 2025
• Autor(a) principal: Andrade, Ivone Soares de
• Orientador(a): Santos, Jeane de Cássia Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Conto de fadas; Caderno de leitura; Leitura subjetiva; Leitura; Livros e leitura; Literatura – Estudo e ensino
• Palavras-chave em Inglês: Fairy tale; Reading notebook; Subjective reading
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/22632

This final work (TCF) of the Professional Master's in Letters (PROFLETRAS) intended an interventionist practice based on the use of reading notebooks that could form critical readers through reading skills directed at 5th-grade students of elementary school I at the State School EEPMC, located in the city of Itabaiana-Sergipe. In this action, the fairy tale genre was used as support, starting from the rewriting of selected tales and texts such as news articles, modern short stories, and song lyrics, after noting their perceptions about their reality. Through these texts, students were guided to perceive the world around them critically, not only taking it to the side of the marvelous but interacting in the understanding of the read text, using reading strategies and having possession of the reading notebook. The proposal was supported by the literary literacy studies of Rildo Cosson (2021) and Annie Rouxel (2012), which reflect on the nature subjective of the student at the moment of receiving the texts/production. Methodologically, this project is based on action research, in which the participation of the involved actors ends up attributing a collaborative critical action to the proposal, with the intention of interaction and shared knowledge. The interventionist approach took into account the expanded sequence of Rildo Cosson, through workshops in the classroom. The results show that, from these new pedagogical practices, students began to have a more critical view of the genre in question.