UM PERFIL DE LEITOR LITERÁRIO DO 6º ANO DO ENSINO FUNDAMENTAL: CONTRIBUIÇÕES PARA O ENSINO DA LITERATURA NA EDUCAÇÃO BÁSICA

Abstract

Despite the fact that there are currently several studies that propose improvements in teaching, traditional practices that are ineffective are still dominant in schools. In this sense, this research has as main objective the constitution of a literary reader profile of the 6th year of elementary school, in order to help basic education teachers in the planning and elaboration of pedagogical practices with the literary text, which contribute to the development of the literary competence of the students. For that, we carried out a comparison of questionnaires, such as the survey Retratos da leitura no Brasil (2016, 2021), Pisa (2009) and Prova Brasil (2017), in order to select essential questions for the development of a profile. of reader. For the application of the questionnaire, we selected 16 students from the 6th of two classes of a public school in João Pessoa-PB. The results show that most students perform rarefied readings, as well as that they are inserted in contexts that are unfavorable for the formation of readers. Hence the need for the school to assume almost integrally the responsibility for reading training and to propose pedagogical practices that help to develop the literary competence of these students (CULLER, 1975; COLOMER, 1994). This study is based on literary literacy as a current paradigm in the teaching of literature (COSSON, 2021) and identifies the reader profile as an instrument that can and should be implemented in the school environment, since knowing students and their reading practices is essential for selecting texts and organizing meaningful literacy activities in the classroom.