A contribuição do gênero textual cordel no processo de ensino aprendizagem na escola do campo

Abstract

This final project aimed to present the experiences of sixth-grade elementary school students with the “Cordel” textual genre at a rural school in the municipality of Sapé, Paraíba, Brazil, to contribute to the development of readind and comprehension skills. The specific objectives were: to contribute to the strengthening of cultural identity by using Cordel Literature in the classroom by introducing students to this textual genre; to discuss the history and characteristics of the Cordel booklet genre; to promote the creation of a Cordel cover by introducing students to the woodcut technique; and to read short stories from Cordel Literature, assimilating meanings, languages, and contexts. Regarding methodology, this work was developed from a qualitative approach, utilizing field and participatory research. Data collection tools included observation and participation in a lecture given by the school administrator, which provided information on the challenges faced by the institution, teachers, and students. Furthermore, a teaching sequence was planned, considering the objective of holding a workshop using the cordel pamphlet genre. It was initially found that sixth-grade students had difficulties with reading and writing, and one of the likely causes was the inefficient teaching-learning processes implemented during the COVID-19 pandemic. Therefore, a teaching sequence was proposed involving reading the cordel textual genre, featuring short stories that were part of the rural reality. It was concluded that school and teachers must be committed to contextualized practive, as reading requires understanding meanings and, at times, reframing. Therefore, the text to be read must be meaningful and promote connection with the student’s reality. Mediations should be planned through playful activities, using a variety of languages that encourage participation and foster learning.