A recepção de narrativas amazônicas e a formação de leitores no 7º ano do Ensino Fudamental

Abstract

The literature enables the humanization of the person contributing for his full development. Because of this premise, this research aims to present mediation and receipt of the reading of literary texts strategies with the goal to provide the docent improvement with regard to the practices literary literacy performed inside the elementary school classrooms – in this case, in a 7th grade group – as well as guarantee to the students an effective meeting with the books throughout the integral texts reading and to give a chance to themselves of sharing reading experiences. So, we have selected as the corpus, amazing and wonderful narratives with amazon themes, getting to start the workshops with oral popular narratives – A lenda do Norato and A cobra do rio Vacilande, those ones collected through IFNOPAP project, which were organized by the researchers called Simões and Golder (1995), as well as through the stories A Mãe D‟Agua do igarapé de São Joaquim and Cobra Grande do Murinim gathered, respectively, by the writers/researchers Walcyr Monteiro (2012) and Paulo Maués Correa (2016). By the end of the workshops, we proposed the reading of the Acauã tale, from Ingles de Sousa (2012). Our study was based on, mainly, the theories of Candido (2004), Todorov (1970, 2010, 2014), Petit (2007, 2009, 2013), Lajolo (1993), Zilberman (2009), Jouve (2002, 2012), Colomer (2003, 2007), Rouxel (2013a, 2013b, 2013c), Jauss (1979, 1994), Iser (1979, 1996), Silva (1988), Zhumtor (2007, 2010), Compagnon (2010), Goulemot (2011), Bernd (1992), Roas (2014), Hall (2015), Bettelheim (2015), de Maria (2016), Chiampi (2017), among others. The theoretical-methodological basis taken was guided by Ghedin and Franco (2008), André (2008), Silverman (2009) and Thiollent (2011). Using an ethnographic approach, that is about an action research, qualitative-interpretative whose methodology was based on the basic sequence of the literacy literary of Cosson (2016) as well as on the perspective of metacognition which embraces the learning-teaching of the reading strategies proposed by Girotto e Souza (2010), Souza e Girotto (2011). Since all these work design, we performed some workshops emphasizing the oral reading of the texts abovementioned followed by activities, in which ones we focused in the mediation before, during and after the reading as well as the use of strategies to improve the literary text comprehension. As an outcome of the research, it has been shown the efficacy of a reading practice along with the teaching of strategies that foster the dialog among text, author and reader in order to promote much more interest in the literary reading, the understanding of what is read, the know-how exchange and the new reading commitment. In the same way, it has been highlighted that the fantastic and wonderful amazon element do contribute for the reading motivation of the students in the elementary school by favoring the development and the continuation of the literary reading habit.