Texto literário na sala de aula: uma experiência com microcontos no 7º ano do ensino fundamental

Abstract

Over the years, teachers are looking for new teaching strategies to bring students closer to literary genres, encouraging reading and writing, demystifying paradigms in the final years of elementary education. The elaboration of this work was based on the experience lived during the period of participation in the Pedagogical Residency program, developed in the 7th grade classes of a public school in Maceió, which took place in mid-2018 and 2019, a unique participation for the student’s education degree. An activity developed throughout the school year, which is the focus of this work, will be analyzed in particular: the microstory textual genre workshop. To support this research, Cosson (2009), Spalding (2008), Soares (2011) and the National Common Curricular Base were used as theoretical references. The results occurred from the moment that the student became the protagonist and used his autonomy to express himself through reading, orality and writing, developing skills that approached and familiarized him with the textual genres.