A crônica humorística de Luis Fernando Veríssimo: leitura e criticidade em uma abordagem sociocognitiva

Abstract

The research presented here aims to answer the following question: the humorous chronicle textual genre, from the perspective of theories that work in the area of social cognition, can enable the development of critical reading skills, surrounded by laughter, in 9th grade students, from Junior High School? Therefore, the general objective in this study is to develop a didactic-pedagogical notebook, in order to contribute to the promotion of the development of analytical and critical reading skills of 9th grade students from Junior High School. This proposition involves a workshop and reading dynamics, focusing on the chronicle textual genre with a humorous bias, critically. It also offers a sequential activity, based on the chronicle ―Minhas Férias‖ (My Vacation), by Luis Fernando Veríssimo (2001). In order to achieve this goal, we chose the following specific objectives: i) theoretical: carry out a survey of theoretical-methodological assumptions, investigating aspects related to reading, from the humorous chronicle textual genre and its constituent and semantic aspects, such as critical humor, from the perspective of socio cognitivist theory; ii) practical: promote autonomy in reading, identifying the meaning effects of criticality and humor in the textual genre humorous chronicle, thus encouraging the acquisition of reading skills in this textual genre, through the activities present in the final product - the pedagogical notebook; iii) methodological: plan and propose a pedagogical notebook for the development of reading skills, through the study of a humorous chronicle, by Luis Fernando Veríssimo, thus providing socio-cognitive development, for the pleasure of interactive reading, permeated by conscious criticality, found in the lightness of humorous chronicles. From this perspective, the hypothesis defended in this research is that interactive reading activities, promoted through socio-cognitive actions, may enable analysis and understanding of the effects of critical senses, present in the humorous chronicles, thus providing opportunities for the teaching of reading and the development of reading skills by participants in the pedagogical processes. Among the theories that support this study, we have those defended by the following authors: Bakhtin (2002, 2006, 2011), Barros (2011), Bergson (2018), Brasil (2018), Bronckart (1999, 2012), Cani and Coscarelli (2016), Carvalho and Santana (2017), Candido (1992), Carmelino (2015), Cosson (2014, 2018), Charaudeau (2009), Ferreira (2005), Ferreira and Vieira (2013), Freire (1996), Koch (2004, 2011), Koch and Cunha-Lima (2005), Koch nd Elias (2010), Melo (2003), Moraes (2010), Marcuschi (2008), Oliveira (2015), Prop (1992), Ribeiro (2017), Rojo (2009), Sá (2005), Soares (2012), Solé (1998), Terra (2014), Vergara (2014) and Vigotski (2008). The work developed proves the relevance of actions promoting innovative teaching materials, in order to facilitate the work of the Portuguese language teacher and promote more contextualized teaching, especially in the field of reading, since basic education lacks a humanized perspective. As a result, we left the didactic-pedagogical notebook with activities designed to encourage reading and textual interpretation and the habit of being a reader as well. It is, therefore, our hope that he can collaborate with teachers in their planning helping them with new possibilities for building knowledge.