Do livro ao tablado: uma proposta pedagógica de incentivo à leitura literária a partir da adaptação do gênero narrativo para o dramático

Abstract

This work is the result of an action research (THIOLLENT, 2008) carried out in a school in the municipal teaching network of the city of Imperatriz/MA, in the 8th grade of Elementary School II. We proposed, inserted in the interpretative paradigm, with a qualitative approach (BORTONI-RICARDO, 2008), an intervention work that aims at teaching literature and training the literary reader. The option for the theme presented here arose due to the challenges experienced in our daily school life as a teacher and the perception of the difficulties observed with regard to reading and social interaction of students. In the face of such a finding, we sought a methodology that would make school practices focused on dynamic activities with readings, textual production and theater, reinforcing the valorization of subjectivity, playfulness and creativity. Thus, the research is structured in four chapters that constitute a bibliographic review on the sociocognitive aspects of reading (KLEIMAN, 1995, 2013; SOARES, 2014, KOCH E ELIAS, 2013; MARTINS, 1993, 2006; FISCHER, 2006), literary literacy (STREET, 1984, 2004; SOARES, 2014; ZAPPONE, 2007; SILVA; SILVEIRA, 2011; PAULINO, 1998; COSSON, 2014), literary genres: short story and theater (CÓRTAZAR, 1993; CUNHA, 2006; GARDNER, 1995, 1996; KOUDELA, 2005), and the field research, which was guided by the following intervention activity: first we applied a socioeconomic and cultural questionnaire in order to know the reality of the students, then we gave 10 45- minute classes to clarify the specific contents covered in the research - literature, short story, theater, among others. Finally, four groups formed in the class were invited to stage selected short stories that they read and adapted for the theatrical text. We understand that the relevance of this project is based on the premise that literature, whatever its genre, and the varied modalities of reading as an essential factor in the development of a society is the first step to bring about a new generation of competent readers in Brazil, critical and aware of their social role. Therefore, there is a need for a greater demand for pedagogical strategies that stimulate the taste for reading through playfulness, as well as the expansion of the study of literature in schools. Reading practice needs to be seen by all individuals as a source of entertainment and evaluated as a pleasant and rewarding activity. In this way, the results and the analysis of the collected data reveal that the present pedagogical proposal plays the catalytic role in the formation of readers and demonstrates that working through strategies, favors the student's approach with the literary text, increasing the taste for reading, besides streamline the class with short stories and theatrical performances. Therefore, the work ratifies the idea that dealing with reading practices in the classroom that serve the purpose of training critical and proficient readers is a task that does not end in a single alternative and requires continuous preparation, theoretical deepening, commitment and courage to assume the implications of such action. The conclusion is an invitation to reflect on the challenges and possibilities of what literary reading can provide us.