A formação de leitores da EJA por meio da leitura de fábulas e cordéis, em sala de aula

Abstract

This Master's thesis is entitled "The formation of readers in EJA: literary education through reading fables and cordel in the classroom" presents a proposal for pedagogical intervention in literature teaching to a group of 3rd Stage of Youth and Adult Education (EJA, in Portuguese). The school is located in Barcarena town, in the Brazilian state of Pará, belonging to Belém’s Metropolitan Mesoregion. This work results from the realization, upon starting the PROFLETRAS master’s degree course, of the almost annulment of literary reading in Portuguese language classes. This thesis is based on a discussion about the importance of literary reading as a humanizing activity and an experience of reading fables and cordel in the classroom, using the basic sequence developed by Rildo Cosson (2016), structured in: motivation, introduction, reading, and interpretation. The corpus used was the Fables “The cicada and the ants”, “The lion and the grateful rat”, both written by Aesop, and the rereading of the fables “The Cicada and the Ant” and “The Lion and the Mouse”, by Jean de La Fontaine; the cordel literature used were “Afro-Brazil in cordel”, by Nezile Alencar, and “The horse’s discovery”, by Severino José. This research seeks to promote literature teaching, educate readers in literary reading proficiency, and provide meaningful learning in the lives of students who have already exceeded the age of regular schooling. This work is based on the presupposed theories about the literary reading’s teaching centered on Brazilian scholars such as Antonio Candido (1995), Marisa Lajolo (2001, 2010), Regina Zilberman (1991), Rildo Cosson (2014, 2016), Neide Luzia Rezende (2013), as well as the theorists Tzvetan Todorov (2009), Michèle Petit (2013), and Miguel Arroyo (2017). The intervention proposal is based on Michel Thiollet's (2001) action research theory. Still on the methodology used, an initial questionnaire was applied in order to establish a diagnosis about the literary reading of Basic Education’s students so to elaborate the proposal. Subsequently, the basic sequences were applied aiming at student interaction, the appreciation of orality in the classroom, and the experience of literary communication, based on the teacher's mediation. The results observed were considered satisfactory since this methodology presented countless possibilities for meaningful work with the literary text in the Elementary school’s classroom.