O conto como estratégia pedagógica para o desenvolvimento da competência leitora de alunos do 8º ano do ensino fundamental

Abstract

Reading is an essential social practice for students' critical development and for fostering reading competence in Portuguese Language classes. However, many students in the final years of Elementary Education still experience difficulties in text comprehension and interpretation, highlighting the need for more meaningful pedagogical practices. In this context, the present study addresses the use of the short story genre as an important pedagogical strategy for the development of reading competence among 8th-grade students in Elementary Education. Thus, this study aims to propose a didactic sequence based on the short story genre to contribute to the development of reading competence in 8th-grade students. Specifically, it seeks to discuss the importance of the short story as a pedagogical resource, reflect on reading from a socio-interactionist perspective, highlight the contributions of this genre to text comprehension, and present a proposal for activities focused on reading practices. The study is grounded in the contributions of Vygotsky (2007), Bakhtin (1992), Kleiman (2004), Freire (1989), Cosson (2014), Soares (2003), Rojo (2017), the Brazilian National Common Curricular Base (BNCC) (Brazil, 2018), among others. Methodologically, it is characterized as a proposal-oriented action research with a qualitative approach supported by bibliographical research. The study was based on observations conducted during ten 40-minute classes as part of the Supervised Teaching Internship in an 8th-grade class at a public school in the state of Paraíba, Brazil. As a result, a didactic sequence centered on the short story The Weaving Girl (A Moça Tecelã), by Marina Colasanti, is presented. It was designed to promote more reflective, critical, and interactive reading practices, thus contributing to the development of students' comprehension, interpretation, and meaning-making processes. It is expected that this proposal will contribute to strengthening reading competence and to the education of more autonomous, critical, and participatory readers.