Letramento literário no 7º ano do ensino fundamental: uma experiência com a leitura de crônicas

Abstract

Teaching literature in the final years of middle school is a challenge for teachers since the emphasis in the classroom has been on teaching Portuguese (textual production and linguistic analysis). Furthermore, when the literary text is introduced in the classroom, the teacher tends to explore the literary work in fragments, giving preference to teaching practices that focus on aspects of language. Moreover, to maximize the problem, even though literature is also present in the digital world as a form of amusement, other activities coexist with the act of reading as competitors, such as: watching series, games and social networks that can also entertain the student. In this context, this study aims to promote the critical, reflective, and enjoyable reception of the literary chronicle genre for 7th grade students in a public school in Conde, Paraíba. In this way, the dissertation presents a reflection on the teaching of literature in the classroom and on the aesthetic value of the chronicle genre, based on studies by Cândido (2011), Sá (1997) and Moisés (2012), as well as addressing the basic reading sequence proposed by Cosson (2021), which guides the teaching of literature in basic education and, finally, discusses the notion of characterizing themes (Zilberman, 2005), relating them to the literature class to understand what contributions this idea can generate in the teacher's pedagogical practice. This research is supported by guiding and official documents of Brazil, such as the Parâmetros Curriculares Nacionais (Brazil, 1998) and the Base Nacional Comum Curricular (Brazil, 2018), which propose the development of the student reader and the classroom as a possible space for building the relationship between the student and the literary work. In addition, based on Cosson's basic sequence (2021), this study uses interventionist action research as its method, with a total of eighteen classes, which were developed in thematic workshops, based on the reading of chronicles. In this scenario, it was concluded that the students got involved in the activity, participating actively, especially in the motivation stages, which involved debate, music and going to the library. Regarding the workshops for reading the chronicles, it was noted that the practice contributed to reading education, considering the relationship between the texts and themesrelated to the reality of the class. However, in the last stage of the project, which involved producing the chronicle, only some of the students completed the activity, given the difficulties they face in this area of Portuguese language teaching. However, this fact did not stop us from verifying that, in relation to the objective proposed for the research, the activities contributed to developing a taste for literary reading, as well as improving the students' critical and reflective reading skills of the literary text. Finally, the research also aims to contribute, through a pedagogical notebook, to exchange the lesson methodology applied, to offer the academic community, teachers, students of the modern language course (Portuguese) and toschool community another pedagogical tool. This initiative intendsto foster thedevelopment of aesthetic sensitivity and the stimulation of critical-reflexive reception in the seventh year of middle school.