A formação de uma comunidade leitora em uma escola pública de Uberaba-MG

• Ano de defesa: 2019
• Autor(a) principal: ARAÚJO, Flávia Silva
• Orientador(a): MORAIS, Carlos Francisco de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Triângulo Mineiro
• Programa de Pós-Graduação: Programa de Mestrado Profissional em Letras em Rede Nacional
• Departamento: Instituto de Educação, Letras, Artes, Ciências Humanas e Sociais - IELACHS::Curso de Graduação em Letras
• País: Brasil
• Palavras-chave em Português: Ensino de literatura.; Leitura.; Formação de leitores.; Letramento literário.
• Palavras-chave em Inglês: Literature teaching.; Reading.; Training of readers.; Literary literacy.
• Área do conhecimento CNPq: Linguagem e letramentos.
• Link de acesso: http://bdtd.uftm.edu.br/handle/tede/897

In a scenario with so many advances and technological innovations which have transformed some behaviors, it is impossible not to recognize how reading still plays a valuable and remarkable role. Through it, one can sharpen critical sense, boost learning, instigate the pursuit of freedom, promote cognitive development, among other things. Nevertheless, data from surveys as Retratos da Leitura no Brasil point to an unfavorable context and confirm the urgency of discussions on the practices that have perpetrated in our schools. Such a situation has raised a research question: How could the literary text develop in students a taste for reading? This questioning led us to turn to our own practice and realize the need for taking systematized actions. Thus, we go through the paths of literary literacy and find support in the stages of the basic sequence described by Cosson (2018): motivation, introduction, reading, and interpretation. Our general goal, namely to build and develop a reading community in a 6th grade class of a public school in Uberaba was established based on this need. As specific goals, this content aims to a) create and apply dynamics allowing the expansion of cognitive and creative abilities of the student; b) elaborate a didactic sequence from the method recommended by Cosson (2018); c) stimulate the production of oral and written texts; d) allow the flourish of emotions, the training of fantasy and imagination; e) provide to the individual cognitive and intellectual development; f) evaluate the commitment in the dynamics and the productions of the students; g) propose strategies to promote the development of reading communities. We develop our basis according to the theoretical constructs of Candido (1995), Cosson (2014, 2018), Petit (2008), Zilberman (1986, 2008a, 2008), Zappone (2007), amid others. Of quanti-qualitative nature our research systematized the approach of the literary text with varied activities on the book The lost island. The well-designed steps helped to awaken the student's liking for reading and prepare the teacher with strategies to approach the literary text effectively.