Leitura de contos mediada pelo professor, em sala de aula, nos finais do Ensino Fundamental

Abstract

The master's dissertation Reading of short story mediated by teacher in the classroom in the final years of Elementary School consists of a proposal for pedagogical intervention, in which an experience of reading formation is presented through the reading and discussion of literary works with students of a public school in Cametá, municipality of the State of Pará. It is assumed that with this implementation it would be possible to make them proficient citizens in literary reading, that is, readers capable of constructing experiences, knowledge, connections from the literature and its inherent process of humanization, which corresponds to the recognition of the condition of being human, thus enabling its literary education. This work results from the recognition, after the entry in the PROFLETRAS Masters, of the almost disappearance of reading literary works in the classroom, especially in the last four years of Elementary School (6th to 9th year), although theoretical reflections point to their significant contributions to our process of humanization and critical view of the world. In order to scientifically verify this empirical reality and the structural aspects that lead us to situate the reading, understanding and interpretation of students participating in this project as a concern to be explored, we used a questionnaire in a 9th grade class with objective and subjective questions related to their personal data, the formation and profession of their parents and their literary reading practices, to, from this sampling, to know who this audience is, what kind of contact they would already have with literature and at the end of this action, the results of this teaching would be positive for proficiency in literary reading. The theoretical assumptions about the teaching of reading literature are concentrated in Brazilian scholars as Antonio Candido (1995), Ezequiel Theodoro (2008), Regina Zilberman (1991), Marisa Lajolo (2000), Rildo Cosson (2014, 2016) and Luzia de Maria (2016),beyond the foreign theorist Tzvetan Todorov (2009).We also choose a proposal of intervention based on the theory of action research of Michel Thiollent (1986) and the attempt to subsidize the experience with the literary reading in this empirical reality was from the basic sequence proposed by Rildo Cosson (2016), consisting of four stages: motivation, introduction, reading and interpretation, with some changes, as well as reading work developed by Luzia de Maria (2016): for this we had as corpus the tales “Restos do carnaval” e “Uma história de tanto amor”, of the writer Clarisse Lispector; and tales “Zeus ou A menina e os óculos”, “Era uma vez” e “Velas. Por quem?”, of the paraense writer Maria Lúcia Medeiros. Living in a society that increasingly demands the understanding of the written word, the classes were designed in such a way that our student of the Basic Education, mediated by the teacher, before, during and after the reading of the literary works had its place of speech preserved, not only listen them - in silence -, but also interacting and experiencing the literary communication for a literacy for citizenship.