Formação do leitor literário e pedagogia dos multiletramentos em escola sem biblioteca escolar: redesigning contos literários

Abstract

This Dissertation Thesis covers the path and results of the research developed in the Professional Master's Degree Stricto sensu of the Postgraduate Program in Basic Education Teaching, of the Teaching and Research Applied in Education Center (PPGEEB/CEPAE), of the Federal University of Goiás (UFG) and is within the line of research TheoreticalMethodological Conceptions and Teaching Practices. As there are many obstacles found regarding the training of literary readers in Brazilian Basic Education related to the difficulty of accessing literary books, such as the lack of school libraries, especially in public schools, and methodological difficulties faced by teachers, this research develops didacticmethodological conditions for the training of literary readers in Basic Education, in a school without a school library, through the reading of literary short stories, mediated by Multiliteracies Pedagogy, under the methodological bias of participatory action research. As a theoretical contribution, it includes, among others: for issues related to the teaching of literature – Andruetto (2012, 2017), Candido (1999, 2004), Cosson (2014, 2016, 2021), Montes (2020), Petit (2008, 2009, 2013, 2019), Todorov (2006, 2009) and Zilberman (2008, 2012); literary reading as sharing a cultural capital guaranteed by reading the classics – Bourdieu (2007), Calvino (2007), Saviani (2009; 2011) and Snyders (1993); to think about the school library, the IFLA Guidelines (2016) and for the development of Multiliteracies Pedagogy and the redesign, Cazden et al. (2021), Kalantzis, Cope and Pinheiro (2020), Rojo and Moura (2019). The pedagogical intervention done with students in the 9th year of Elementary School, from a school in the state education network of Goiás that does not have a school library, brings as a literary corpus the books ‘Midnight mass and other short stories by Machado de Assis’ – comic adaptation and original stories – and the book ‘Family ties’ by Clarice Lispector. The pedagogical coordinator and Portuguese language teachers from the Final Years of Elementary School are also part of the research subjects. The results of the pedagogical intervention were positive because of the student’s great participation, the interest in the readings done and the appropriation of literary reading strategies in a process of identification between readers and reading. Such results were realized through the analysis of data collection instruments: field diary, three questionnaires and textual productions of the fanfiction genre, made from the perspective of redesign, granting reliability to the proposed didactic-methodological path and corroborating the relevance of the theoretical bases used that support the importance of training the literary reader even in Basic Education. As a result of the pedagogical intervention, the educational product is presented like an e-book entitled ‘From reader to author: literary reading and production of fanfics in the classroom’, which presents paths for the training of literary readers in schools without a school library based on the humanistic interaction that literature provides and the pedagogical movements of Multiliteracies Pedagogy, and, finally, brings fanfics produced by students.