"É porque todo mundo se entrega à leitura [literária]!": análise da importância da prática de leitura literária na formação de educandos e educandas de uma turma de ensino fundamental II

Abstract

This dissertation presents the results of the research developed with literary texts in Portuguese Language classes, from the 7th year of Elementary Education (EF), of a Public School of the State of Alagoas, by the Master of Profletras, from the Federal University of Alagoas, in the period of 2018-2020, whose general objective was to promote critical education through the practice of literary reading of students through activities developed by the researcher. As methodological procedures, ten narrative and poetic texts by different authors were selected for reading, recognition of the elements, moments of the narrative, aspects of poetry, analysis and, finally, the production of re-readings and critical reviews. Based on Freire's conception (1989, p. 14), who defends that “the reading of the word is not just preceded by the reading of the world, but by a certain way of 'writing it' or 'rewriting it'”, that is, to transform it through our conscious practice, we start from the assumption that reading is an essential resource to recognize ourselves as active subjects in the society in which we are inserted, and it is through it that we are able to dialogue with the world and think critically. Therefore, the work was carried out based on the practices, skills and strategies of literary reading that we developed in the act of reading, based on the conceptions of Freire (1999), Solé (1998), Valarini [sd], Cosson (2014) and Santos (2019), who reiterate the importance of reading literary texts based on prior knowledge or approach to familiarize the theme, connections with objective and interdisciplinary reality, inferences, visualization, questions to the text, summaries and syntheses; as well as in the theory of Candido (1995), who says that Literature develops a transformative and reflective sensitivity in human beings to propose an aesthetic experience. In addition, the concepts of literacy proposed by Kleiman (1995) and Soares (1998) were considered. The research adopted the action research approach, based on the theories of Thiollent (1985) and Pinto (1989); because it developed the experiences, experiences and knowledge of students and students about their own reality in Portuguese language classes. Thus, the research contributed both to the reading autonomy of these students from that school, as well as to their critical education about the reality in which they are inserted.