O ensino de literatura e a formação de leitores numa escola pública de Uberaba

• Ano de defesa: 2016
• Autor(a) principal: FERREIRA, Thaís Cristina 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.; Letramento literário.; Formação de leitores.; Livro didático.
• Palavras-chave em Inglês: Literature teaching.; Literary literacy.; Readers formation.; Didactic book.
• Área do conhecimento CNPq: Letras
• Link de acesso: http://bdtd.uftm.edu.br/handle/tede/432

This work intends to carry out a survey and reflect on how the literary text has been worked into the 8th grade students’ daily routine in a municipal middle school in Uberaba. In order to establish the theoretical foundation of the dissertation, we studied into some researchers, such as Magda Soares, Marisa Lajolo, Rildo Cosson, Regina Zilberman, the main concepts related to the Literature teaching in school like the literary reading in Brazil, the Literature schooling, the formation of literary readers and the literary literacy. Considering that the didactic book is present in almost all schools, that it represents one of the basic elements of the organization in the teaching work, and most of the times, it is seen as the only means for our students to access reading, we will then do a research on how this material, which is adopted by the school, conceives, presents and develops the work with the literary text in the classroom, mainly in relation to proposed activities and to the contribution to critical literary readers formation. From the consequent conclusions of the didactic book analysis we will elaborate a didactic sequence that will be centered in the literary literacy proposal by using for that one of the literary texts presented in the book, previously mentioned, as a starting point. This research is necessary because it proposes to draw a current picture of the Literature teaching in a school unit as well as to give a response to the possible difficulties to be identified, to give rise to an intervention in this reality through systematized activities. For that reason, we will develop a didactic sequence which may contribute to the literary reader formation. Therefore, we will approach, in this study, the work with literary texts in the classroom and the role of the school in the critical and competent readers formation.