Teares mágicos no 9º ano do ensino fundamental: produção de minirrelatos e mini contos a partir de narrativas de Marina Colasanti

Abstract

This research of pedagogical intervention in Portuguese language classes, in a 9th grade class of Elementary School (ES), in a public school in the city of Taquarana-AL, aimed to promote the reflection on the practice of literary reading in the classroom and analyze interactions with literary texts based on the students' development in reading and interpretation skills; in addition to encouraging the production of mini-stories and mini-reports by students about the aesthetic effects experienced with reading, considering the perspective of literacies (FREIRE, 1981; SOARES, 1989; ROJO, 2012; STREET, 2014), in particular, literary literacy (COSSON,2006) which adopts strategies of reading, comprehension, interaction and interpretation. Still, as a basis for reflection, we stood up the conception of Literature as an inalienable human right, by developing a transforming and reflective sensitivity (CANDIDO, 1995), besides these fundamentals, we addressed the similarities and differences between short stories and chronicles (GOTLIB, 1995; CANDIDO, 2003). Therefore, in order to achieve these goals, we adopted an action research as a methodological approach (THIOLLENT, 1997) and the procedures focused on the participation of those involved throughout the process; for that, readings, discussions and analysis of texts were promoted, which were taken to the schoolroom, along with activities and the production of the reasercher’s field diary, teacher of the classroom. The results were interesting productions, ccompanied by discussions and reflections that went beyond the limits of the text; proportionate and achieving the proposed objective with literary literacy activities.