Alencar nas rimas de cordel: uma proposta de incentivo à leitura literária / Virgínia das Dores Ramos Filgueiras

Abstract

In this dissertation, we substantiate, develop and present a proposal for a pedagogical intervention, focusing on the cordel genre, with the aim of promoting literary literacy among students in the final years of Elementary School II. We consider that cordel literature offers us different forms of learning and teaching, bringing to school all the richness of orality and the expression of feelings in the experience of understanding and interpreting life and the human condition, thus contributing to the formation of more participative readers in everyday school life. Our hypothesis is that motivating methodological actions are important to reduce students' difficulties in reading (the main object of the research) and also in writing, since cordel literature is very rich in its linguistic and cultural aspects. We then proposed a work with this literary genre focusing on reading the work Iracema, by Stélio Torquato (2012), which is part of the collection Alencar nas Rimas de Cordel and adapts the classic homonymous novel by José de Alencar into the verses of cordel . The work, like the novel, is quite rich as it presents, among other things, historical marks on the construction of Brazilian identity, with information about the language and culture of the indigenous peoples of Ceará. Using as a basis the conceptions of Medviédv (2012) and Bakhtin (2010) about discursive genres, we think about the importance of these genres taking cordel literature as a starting point. To support our study, we selected some important theorists and, as support, some normative documents on education, teaching and school curriculum. Regarding the methodology of this research, we used the theoretical methodological assumptions of bibliographic and exploratory research with a focus on a qualitative analysis. We carried out the construction of the theoretical framework, an investigative-diagnostic stage on the reading habits of our students and then, based on the results found, an investigative-interventional stage, in which we developed and presented a didactic intervention proposal aimed at stimulating and improving students' reading skills and promote access to and interest in literary classics. In addition to this product, we also produced educational leaflets in cordel with the aim of illustrating and explaining in a playful and literary way the intervention proposal constructed. We believe, with this, that it is possible to contribute to the advancement of students' reading and writing skills in the teaching-learning process, fostering a taste for literature.