Trilhas de leituras literárias: propostas de estratégias de leituras de contos e crônica no ensino fundamental

Abstract

This research originated from a pedagogical concern: how to insert literary literacy as a reading strategy and thus guarantee its presence in the school curriculum. According to Street (2014), the teaching-learning process of reading and writing stems from the social relations in which students are inserted. In order to study and present an answer to this problematization, this study involved the discussion and production of a pedagogical notebook entitled "Literary reading trails: proposals for tale and chronicle reading strategies in elementary school", for adoption in classes from 6th to 9th grades of elementary school, by Portuguese language teachers, highlighting the aesthetic effects of the literary text for the construction of a critical and transformative look at reality. As a methodological approach, action research was adopted, based on the theories of Tripp (2005) and Guedhin (2011), which supported the steps before and after the development of this research, considering my daily practice as a teacher in a public elementary school, that demands a process of constant reflection-action. From the study of the guiding theoretical conceptions, I highlight the concepts of reading, writing, alphabetization and literacy, adopted by Magda Soares (2009, 2011), Roxane Rojo (2009, 2012), Regina Zilberman (2003; 2009), Brian Street ( 2014), Paulo Freire (2019), Brian Street (2014), Rildo Cosson (2018); literature as a human and humanizing aspect, by Antonio Candido (2004), Ana Souza (2010); reading strategies, by Isabel Solé (1998), Renata Souza and Cyntia Girotto (2010), Ana Menin (2010).