Leitura literária: do livro didático à prática discursiva de contos e crônicas

Abstract

Research motivated by empirical observation of the classroom and analysis of data from systemic assessments of elementary education, especially those of the 7th year, of elementary school II, of the Francisco Dumont State School, the locus of the researcher's professional activity and the inspirational context of the pedagogical didactic propositions aspects of this work. It answers the following question: What methodological actions can be added to the activities of reading stories and chronicles, proposed by Araújo and Oliveira (2018), in the copy intended for the 7th year, of elementary school II, to make them more meaningful and, thus, promote literary reading? The general objective is to present proposals for complementary readings of a short story and a chronicle, present in this textbook and specific objectives: i) explore the theoretical didactic assumptions related to working with literary reading, specifically, with the short story and chronicle genres; ii) describe the activities proposed for reading a short story and a chronicle in the LD by Araújo e Oliveira (2018); iii) prepare a plan of complementary activities to reading the story ―The Two Little Ones and the Witch‖ and the chronicle ―Whose Street Children Are They?‖. This study is justified by the need for effective understanding of the teaching support of Portuguese language teachers, regarding the work proposed for carrying out literary studies. Methodologically, it is based on propositional action research, from a descriptive qualitative perspective. The actions of this research are anchored, theoretically, in the contributions of renowned authors, who address reading, such as Bakhtin (1999, 2011), Cavalcante (2013), Cereja and Magalhães (2005), Coelho (2000), Cortazar (2006) Cosson (2014, 2015, 2016), Fonseca (2021), Gil (2010), Gotlib (1999), Kleiman (2005), Moraes (2022), Oliveira (2018), Ribeiro (2009), Sá (2020), Soares (2012), Solé (1998), Vergara (2014), Todorov (2017), Tripp (2005), among others and in teaching parameter documents: Brazil (2018) and Minas Gerais (2019). As a result, a didactic methodological plan was developed, theoretically based and planned, in which we presented three suggestions for complementary work to the readings proposed in the LD in vogue: an interactive dynamic, which addresses the basic characteristics of the short story and chronicle textual genres, gamification with the game of ―The Hansel and Gretel Trail‖ and also the writing, under the guidance of the teacher, of a new version of the stories worked on, in theatrical format, which will be acted out by the students themselves. Therefore, this didactic proposal can contribute significantly to the process of teaching and learning literary reading.