Literatura e a formação do leitor : uso das mídias tecnológicas na educação básica

Abstract

Media use is increasingly inserted in the school routine, and it provides new ways of working in such environment. They appear as an innovative tool for the study of the most varied textual genres, being able to influence learning, analysis and reflection, in order to form the world knowledge of the individuals who explore them. Regarding the new technologies, they have become an indispensable communication vehicle for students in general (ALMEIDA, 2010). Therefore, in this work we propose to analyze the literary narratives approach(es) in Portuguese textbooks adopted in state public schools. We considered first how literary narratives are worked, specifically in Portuguese Language classes, through the textbook. We focused on finding openings for possible dialogues with the media and printed material, the textbook, the possible contributions for the critical readers formation, and how these media present literary narratives and text production in textbooks, with a view to formation of critical readers, capable of reflecting and taking a stand on relevant contemporary issues. We present the 9th grade textbooks for the formation of competent, creative and critical readers in different language situations; we reflected on the textbook as an innovative tool in the active readers formation in contemporary times; we verified whether the textbook, as a digital tool, favors the taste for reading literary texts; and finally, we analyzed the digital tool as an educational instrument and propitiator of the taste for reading literary texts in the textbook. The research corpus consisted of two Portuguese textbooks from the 9th grade of elementary school, indicated by Portuguese language PNLD, the Programa Nacional do Livro Didático – PNLD (in English, National Textbook Program) Portuguese language, 2018 edition: Se Liga na Língua: Leitura, Produção de Texto, Linguagem, and the books from the collection Araribá Project, PNLD, 2008 edition. This study reinforces the teacher importance as a mediator in the literary narratives reading from the textbook. Regarding the theoretical framework, this research is based on ideas from scholars in the areas of literature and education – mainly Antonio Candido, Isabel Solé, Nelly Novaes Coelho, Paulo Freire, Marisa Lajolo, Magda Soares – and on the normative framework of the Base Nacional Comum Curricular (BNCC, 2018; in English, Common National Curriculum Base), among others.