As concepções de professoras sobre o letramento literário no ensino fundamental

Abstract

This work has the general objective: to analyze the conceptions of teachers about the teaching of literature through literary literacy. The specific objectives consist of identifying the teachers' conceptions about the teaching of literature; to verify the strategies used by the professors regarding the teaching of literature; and, Analyzing, from the perspective of teachers, the effects of literary artifice on students' lives and learning. The main question is: How do teachers understand the teaching of literature/literary literacy? During the work, a bibliographic review was carried out, in which works by authors such as Koch (2002), Cunha (1974) and Zilberman (2009), among others, who discuss the subject in question, were analyzed. The realization of the research stems from the intention of understanding the mechanisms used to strengthen the literary practice as a bias for deepening and mastering the themes that are associated with the contents that fall within the set of knowledge mediated by the teacher, in the search for an education committed to the development of the inherent capacities of the child. The field research was carried out based on the observation of the classes of teachers working in classes of the 3rd year of Elementary Education in a public institution of Elementary Education, located in Taperoá/PB. The research is of a qualitative nature, together with the monitoring carried out in the school field, a questionnaire containing 10 questions was applied: seven open questions and three closed questions with three alternative answers. Use techniques to attract children's attention, captivating them and tuning them in to the book in order to understand its content. some methods aimed at improving the assimilation of children. It is concluded that teachers are creative in their methodological plans and that literary literacy emerges as an unconditional alternative.