Visitando o fantástico pelas veredas do conto: práticas escolares de leitura literária no ensino fundamental II
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2019-09-07
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Universidade Federal de Goiás
Resumo
This work deals with the formation of the literature reader, in view of a socially marginalized
school context, therefore, without the material resources necessary to perform basic activities, such
as literary reading. The research took place in a public and peripheral school, Paulino Inácio Rosa
Municipal School (EMPIR), more specifically in the 8th grade elementary school, which the
researcher already acts as a full professor. The general objective of this research is to contribute to
the development of theories, methods and practices about the teaching of literary reading at the
fundamental level II and, thus, to facilitate the work of the teacher who works, especially, in public
schools. Moreover, it is hoped that this research will in fact contribute to the education of the
literature reader, in particular, the formation of socially marginalized students, who study and
reside in the periphery and, therefore, live with a minimal perspective of social growth, economic
and intellectual. In this sense, as a theoretical reference, this study was based on the concepts of
Candido (2000), Eco (2003), Lajolo (2004), Todorov (2009), as well as other scholars who treat
literary reading as a fundamental element for the constitution of citizenship. It is noteworthy that
four fantastic tales by Murilo Rubião and four others by José J. Veiga were used, which fit the fine
line between realism and the fantastic, as fundamental tools for the constitution of the corpus of
this work, which was obtained through audio recordings of the participants' oral productions. In
addition, the works of Bourdieu (2012) and Freire (2006) were also essential to consider the reality
of the research members and the influence of the family environment on school performance,
therefore, in the development of reading competence. Another important aspect that guided this
work was with the concepts pointed out by the works of Zilberman (1989), among other scholars
who were fundamental to understand and think, in practice, the issues that involve the reception of
the literary text, as well as the whole. meaning-making process, considering both the reader's
expectation horizon and the strangeness that he is sometimes subjected to when he does not
identify with the work of art. All this, in order to grasp and demonstrate the relations of
representation and reading strategies that the reader uses in the production of meaning. Regarding
the methodology, this work adopted the action research method, which assumes the involvement of
the researcher, as an active participant, in order to act in the field of practice and investigate the
problems identified. In addition, this research is linked to the site www.literaturanaescola.com,
created with the purpose of facilitating the access of all discussed concepts to teachers who wish to
improve their teaching practice or to dialogue with their peers about the most varied methodologies
that comprise the pedagogical action. Thus, this Final Educational Product can be seen as a kind of
extension of field research. From this performance, it was possible to realize that the establishment
of a dialogue environment - where students' previous knowledge is considered and respected by all
participants -, as well as the presentation of literary texts that have a well-elaborated aesthetic and
that actually communicate with the students. reality of students contribute efficiently to the
formation of literary taste and, therefore, to the autonomy of the student reader.
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RIBEIRO, J. C. Visitando o fantástico pelas veredas do conto: práticas escolares de leitura literária no ensino fundamental II. 2019. 150 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.