Clube de leitura: uma proposta para a formação de leitores através de contos clássicos da literatura brasileira

Abstract

This master's thesis, developed within the scope of the Professional Master's Degree in Letters PROFLETRAS Postgraduate Program, is the result of a study entitled Reading Club: a proposal for training readers through classic tales of Brazilian literature. The interest in developing this research arises through the observation of our teaching practice and data from the research Portrayal of Reading in Brazil (2021) in which we found the growing lack of interest of students, in the final years of Elementary School, in relation to literary reading.This problem led us to seek, through scientific research, effective reading strategies that could be mediated by the Portuguese language teacher, in 9th year elementary school classes, in order to promote student interaction and participation. Therefore, the general objective of this research was to develop a proposal for pedagogical intervention, guided by the reading of classic stories from Brazilian literature, through the structured reading club strategy, which resulted in the production of the e-book Leitura MoviMente ( this name is a juxtaposition of the words movement + mind, resulting in a name like MoveMind Reading) to be shared with teachers of Portuguese Language who wish to implement reading strategies to develop their students' artistic-literary and critical repertoire.We start from the hypothesis that the practice of a structured reading club could be a useful instrument for motivating reading, as it is characterized as a flexible reading strategy, enabling literary reading to be combined with written production and other languages. , such as films, screens and song lyrics, among others, that contribute to the formation of readers, from an interdiscursive perspective. In this study, we took as the main theoretical contribution, on the approach to reading in Regular Education: National Common Curricular Base – NCCB (Brazil, 2018); Bakhtin (1997); Geraldi (2012), Jouve (2002); on the importance of literary reading for the aesthetic experience:Candido (2004; 2012), Colomer (2007), Larrosa (2022), Petit (2009) and Todorov (2020); on literary reading in the formation of readers: Cosson and Paulino (2009), Osakabe (2012) and Soares (2011); about the short story genre: Cortázar (1993), Gotlib (1988), Moisés (2006) and Piglia (2004); about the classic tale: Calvino (1993); about the reading club: Cosson (2020, 2021), Freire (1989) and Petit (2010). Methodologically, we use the theoretical-methodological assumptions of Applied Linguistics (Moita Lopes, 2009, 2013), bibliographic and exploratory research, according to Gil (2002), Macedo (1994), Marconi and Lakatos (2003); of action research (Thiolent,1986) according to the qualitative approach of Denzin and Lincoln (2006). When creating the e-book, we followed the didactic sequences (DS) procedure according to Dolz, Noverraz and Schneuwly (2004); to formulate the activities and consequent evaluation, we resorted to studies by Bender (2014) and Perrenoud (2000).This research was developed in two stages, demarcated respectively by the survey and study of the theoretical framework, followed by the presentation of the intervention proposal.The results of the present study demonstrated the effectiveness of the reading club strategy, considering the multiplicity of literary texts that can be shared to promote socialization and reading dialogue in the community of readers, who can organize themselves both inside and outside the school context.