Alfalbetizar e letrar com o gênero fábula: possibilidades e perspectivas em uma turma multisseriada

Abstract

The present work discusses an intervention process focused on the application of literacy and literacy activities with the fable genre, in a multigrade class in the countryside, in the municipality of São José da Laje. The results of the experiences developed at the Mundo Encantado Municipal School. They took place in person, from February to June 2022. The objective was to reflect on the use of the fable genre as a literacy and literacy perspective with students from multigrade classes. The research presented here is a qualitative field investigation, with a case study approach. We take as theoretical references such as: Cavalcante (2017); Larchert (2010), Sclemmer (2020), Shneuwly and Dolz (2004), and, Soares (2020, 2006). It is understood the relevance of working with a fable textual genre in the classroom, introducing reading and writing as a way to improve the quality of student learning, inserting reading and writing practices as resources for literacy and literacy, understanding that in the Literacy period it is essential that students have frequent contact with the most varied textual genres (BRASIL, 2018). In this sense, we conclude that the activities developed from the fable genre, in this study, followed the perspective of extrapolating or surpassing the limits of classes with students of different levels of reading and writing, bringing activities, focusing on interactions with students, from language practices, which include reading, speaking, writing and linguistic analysis.