Formação literária de leitores: uma pesquisa dialogada com o livro didático

Abstract

The present work searched to develop processes of mediations of literary readings in school, as an important element to favor the formation of the literary reader. With this focus, teaching strategies were developed that would allow the use of the Portuguese Language Textbook, as it is a didactic resource accessible to students who participated in the research and used by many professionals in the area to develop readings at school. In this sense, a theoretical study was carried out to understand the literature, the reader, the reading mediations and the literature in the New National Common Curriculum Base. The research methodology was the action-research of an interventional character, seeking to analyze the application of theories to pedagogical practices, reflecting on the methodological processes in the development of the application of the activity. The methodological instruments used cover the technical procedures for data collection, were used: questionnaire, production of the researcher's diaries and field notes on the implementation of the intervention process, informal conversations and audio recording. The study was developed during 23 classes taught by the teacher/researcher. The intervention plan was elaborated contemplating the study of the literary genre tale, thus selecting the short stories "As aventutras de um leitor " by Italo Calvino and "Amor" by Clarice Lispector and contemplating the proposal of LDLP the short story "Felicidade clandestina" also by the writer Clarice Lispector, the sequence was also added from LDLP the image of the work "Psiquê renascida do beijo do Cúpido", by Antônio Canova, the poem "Amor" by Carlos Drummond de Andrade and the song "Era ma vez" by Kell Smith. The research proposal was to develop mediations of literary readings in school in order to encourage the process of formation of the literary reader. The activities were centered on readings and interactions, so that the interest in reading the literary work was strengthened in the in relationships and moments of socializations, leaving in the background, reading of a utilitarian character, reading to answer activities. The work also develops based on the dialogical conception of language and language BAKHTIN (2006) and the interactionist socio-approach, in which literary work is seen as a means of interaction and, consequently, as an element of improvement of consciousness and mental activity of the reader.