A literatura de Cordel como instrumento mediador na formação de leitores proficientes

Abstract

This master's dissertation presents a study developed in the Postgraduate Professional Master's Program in Letters - PROFLETRAS, which is entitled Cordel Literature as a mediating tool in the training of proficient readers. The proposal was to develop a pedagogical intervention plan for teaching literary reading, seeking to reframe it, based on Cordel's contributions, the habit of reading, creating and recreating texts with ease, logical sequence and cohesion. We started from the hypothesis that an interventional work with activities directed with the genre Cordel using appropriate methodological strategies will be able to constitute not only as an efficient and important mediator to minimize students' reading difficulties, but also a motivating instrument for reading, since this type of literature is rich in its linguistic and cultural aspects and will provide the student to develop both reading (research focus) and writing skills. As a result, we chose to work with Cordel Literature in the classroom as the target of our approach, given the possibility of discussing the process of building knowledge, in addition to providing aesthetic pleasure, enjoyment and, consequently, the development of reading autonomy in a continuous process. The general objective was to establish a proposal for a pedagogical intervention using Cordel Literature as a mediating tool to motivate, arouse interest, a taste for reading by 6th grade B students of Elementary School at Argemiro Antônio do Prado State School, located in the city of Buritis (MG). In order to carry out this research, theoretical assumptions were used, among them, the approach of literary reading in Elementary Education: Common National Curricular Base - BNCC (Brazil (2017); of literature as a source of humanization: Antunes (2009), Candido (1995), Cosson (2009; 2014) and Jouve (2012); of the contribution of literary reading in the formation of readers: Solé (1998); with regard to Cordel Literature, from the studies of Abreu (1999), Sobrinho (1982) ) and Pinheiro (2007); referring to digital genres, the studies of Burke (2015) and Coscarelli (1999) were approached and with regard to playfulness, Vygotsky (1991) and Porto (2009) were approached. the theoretical-methodological assumptions of Applied Linguistics and ethnographic research (Moita Lopes, 1996), action research (Garcez and Schulz, 2015), with a predominantly qualitative analysis. The methodological proposal consists of two main stages, namely: the investigative-diagnostic stage and the investing stage tative-interventionist. A comparative analysis of the results of the first stage was presented in order to diagnose the difficulties observed in relation to reading, and subsequently, proposals for an intervention plan were designed to remedy or minimize the deficiencies found in the reading ability. Through the literature review, proposals were raised that contributed to show the importance that Cordel Literature can play in the formation of the literary reader, aiming at validating the constructed proposal. In this way, the study brought significant considerations when verifying, during the diagnostic stage, the need for a greater contact of our students with reading. The activities of the Action Plan enable varied strategies with a view to the reading ability of the students. Therefore, we found that the study is relevant, since it brings relevant and innovative actions to strengthen the literacy process and achieve good results.