Literatura com(tempo): intervenções a partir de crônicas literárias em uma escola pública alagoana

Abstract

Literature still occupies a small space at school, most of the time, willing to support the study of normative grammar and vocabulary. This dissertation aims to present the contribution of teaching of Literature, from gender Chronicle, for development of the student critical sense. Besides, it aims to present a proposal to work the literary text in the classroom. Under this intention, we take the considerations made by the Marxist dialectical method, to raise the student's awareness as a subject participant in the teaching and learning process, along with the reading strategies, as Isabel Solé suggests, promoted three times in the reading process: before, during and after. This way, we conducted an intervention for 16 Portuguese classes, in a 9th year class, in a school on the outskirts of Maceió, with students aged between 14 and 19 years. The approach was qualitative and our data collection instruments were: debates, shared and individual readings, questions, thematic adaptation of two of chronic taken to drama, written and oral productions. The theoretical background adopted includes literature related to Paulo Freire (1967), Isabel Solé (1998), Ivo Tonet (2013) and Antonio Candido (1992)'s studies. The results show that the proper approach of literary chronicle, allows humanization of the student and promotes a favorable environment for the development of their criticality, as you progress in the maturity range of understanding and interpretation of texts. We note that the pedagogical practice that sees the students as subjects, able to perceive their reality, may cause changes in learning, including motivate readers in formation to like reading, especially literary.