O humor na sala de aula: proposta para o desenvolvimento da compreensão leitora

Abstract

Over the years, it is easy to see how poor the students in the public network are in terms of reading, taste for this activity and, consequently, reading comprehension - that which allows for inferences of various kinds and the use of other strategies in search of the production of meanings in the text. Thus, this research starts from the need for a discussion about reading practices in the classroom, so that we can recognize the act of reading as a necessary instrument for the individual to interact more effectively in their environment. Thus, we aim to promote the development of reading procedures and strategies, starting from texts of different humorous genres, such as chronicles, causations, jokes, for students of the 8th grade of Elementary School in a rural public school in the city of Arapiraca, interior of the state of Alagoas. Characterized as an action research, since the researcher is also a teacher of the classroom, we elaborate a pedagogical intervention, from the reading of humorous texts - textual cut for study and application in the classroom - precisely by the comic and critical approach that these present - in order to develop reading comprehension skills in students. These questions are raised, and Ferrarezi Jr and Carvalho (2017), Bencini (2006) and Theodoro Silva (1988) study the importance of reading and its practice in school. In addition to Kleiman (2013), Kato (1985), Marcuschi (1985) and Silveira and Oliveira (2015), Koch and Elias (2016) Orlandi (1988) deal with the process of understanding. In addition, the discussions of Possenti (1998), Bergson (1983) and Oliveira (2015) were important for the definition of humor as a discursive domain. In this way, the work focused on strategies and procedures for reading humorous texts gave students the opportunity, between april and october of 2018, to discover that reading can be a pleasant activity in the school context. In addition, the data showed advances in reading comprehension and greater student autonomy in dealing with the text - the activation of prior knowledge in line with linguistic knowledge has become more articulated and directed. Students realized that reading is not just a decoding activity.