Roteiro didático metaprocedimental e leitura literária: a emancipação cognitiva-emocional como interface

Abstract

Elementary education plays a big role in shaping literary readers within formal education. However, this practice hasn't always been introduced in the classroom in an effective way. With that in mind, an analytical study focused on teaching literature was conducted, with the general aim of analyzing the cognitive-emotional impact of implementing the Metaprocedural Didactic Script ("Roteiro Didático Metaprodecimental"), henceforth "RDM", in a 9th-grade class at Escola Estadual de Ensino Fundamental e Médio Padre Roma ("Father Roma State Elementary and High School"), in João Pessoa, Paraíba. Specifically, the study aimed to: a) implement the RDM; b) encourage the teacher in charge to adopt the proposed methodological tool; c) engage students in literary reading activities in class to support their own cognitive-emotional development; and d) expand students’ repertoire, particularly in African literature, through the reading of texts from Guinea-Bissau. The RDM is based on concepts from Wolfgang Iser’s The Act of Reading combined with the Vygotskian theory, as presented in Santos' 2009 work. The primary goal of this tool is to promote students’ cognitive and emotional growth by fostering an interaction between text and reader, with the teacher acting as a mediator. The RDM was developed and implemented through programs involving PROBEX, PROLICEN, and PIBIC projects from UFPB ("Paraíba Federal University"). This dissertation builds on my undergraduate research project (2017). Although previous studies, including master's research, have analyzed the RDM, it had not yet been applied to an elementary school class. To address this gap, a teaching sequence was organized and its effects were analyzed through the material written by the students. They wrote on their aesthetic experiences when reading the poem "Mulher de Guiné" ("Woman of Guinea") by Tony Tcheka. The results showed that the RDM significantly contributed to the teaching of literary reading in the 9th grade, especially regarding fostering cognitive-emotional growth through the reading of a Guinean poem. It also expanded students' knowledge of African/Guinean literature, and it saw support from the teacher in charge.