Descobertas e experiências literárias: estratégias de práticas de leitura de textos literários no Ensino Fundamental II

Abstract

This dissertation presents the development of a proposal for reading practices of literary texts in school, as a result of the research of the Professional Master in Literature (PROFLETRAS / UFAL), research line in Reading and textual production: social diversity and teaching practices; with the aim of presenting pedagogical strategies that foster the taste and curiosity of discovering / unveiling the literary text, analyzing how this process of interaction between the book and the reader occurs. In order to do so, we considered the various socio-political, cultural and linguistic aspects that constitute literature and arouse interest in the subjects, aiming, above all, for self-knowledge and the discovery of the new. In order to stimulate and encourage the habit of literary reading in Elementary School II (EF II), we propose the following guiding questions: 1) What methodological procedures should be adopted to stimulate and encourage literary reading habits in primary school, given the lack of literature in the curricular matrix, at this stage of education, and often in extracurricular spaces ?; 2) How to combine the aesthetic reading and the linguistic study proposed by the didactic book, official pedagogical support adopted in schools, without belittling the experiences of the subjects readers? With the purpose of answering these questions, we developed a proposal that considered the meanings attributed to the literary reading experiences of the students of two classes of the 9th year of EF II, in a school of the State Education Network located in a neighborhood from the upper part of the Alagoan capital, from methodologies with this aim: reading wheels, literary picnics, workshops, culminating in a literary sarau. Based on the action research, we explore the knowledge about the research locus, in which the researcher works, to understand the construction of a proposal that had its beginning and end in literary literacy. All this in order to enable the students to perceive themselves as subjects of their teaching-learning processes of literary reading, starting from the re-signification of their readings that, undoubtedly, also relate to their experiences, in order to awaken new positions critical and reflective to the world. This research will be based on theoretical-critical assumptions of Cosson (2006), Candido (2011), Kleiman (1998), Freire (1981, 1987), Jouve (2012), Almeida (2013), Lajolo ), Rufino (2008), Zilberman (2009) and others. Keywords: Literary literacy. Literary reading strategies. Aesthetic experience. Critical reader.