O ensino da cultura popular nas trilhas e tramas do cordel paraibano

Abstract

One of the main requirements for the functioning of a society that presents citizens aware of their role is the training of competent readers who can develop critical and transformative thinking in their social environment. It is for this reason that the school must expand the reading ability of its students, considering previous skills and practices and establishing a close relationship between what is learned at school and what is learned in the community, causing them to reconstruct meanings, express opinions and, above all, pay attention to the universe of riches that reading can provide the students. According to this observation, it is necessary to seek ways for students to access the “unspoken” in the text, to associate or confront the readings with the experience in the society which they are a part of. In this sense, we developed a work proposal to be applied in the final years of Middle School, but which can also be used in the early years. Our methodology was organized based on a bibliographic and qualitative research, and seeking for analysis and references that established a theoretical support and improved the knowledge and perspective on the proposed theme. The general objective of the project is to promote critical thinking, literary literacy and students' sensitivity to different readings. Attempting to achieve this goal, we suggested an intervention proposal using literary reading as a guiding instrument, for this, we select the cordel genre and constructed on that choice, we list some characterizing themes: romance, adventure, humor and wonderful tales. In order to carry out the study, we adopted as theoretical references, the assumptions of Cascudo (2006); Abreu (1999); Candido (2012); Colomer (2007); Dalvi (2013); Pinheiro (2002); Pinheiro and Marinho (2012); Iser (1999); Jauss (1994); Aguiar and Bordini (1993); Zilberman (1989); among others. Proposing reading strategies for the Cordel from Paraíba founded on the aesthetics of reception and the reception method, which values the role of the reader in an active perspective in reading.