O diário de Anne Frank como possibilidade de ampliação do domínio discursivo na formação leitora

Abstract

This research is the result of an intervention work in the classroom relative to the diary as a literary genre and its general objective was to improve the skills required to understand the diary genre, describing the implications of this style for the teaching of reading as source for the critical reading proficiency for Elementary School II’s students. The aim of this production is to contribute to the pedagogical practices of language, in order to expand the possibilities to build up reading skills from different perspectives, observing the social function of the genre, its role in society and its context of production, circulation, and reception. Over the investigation, a diagnosis of the students’ reading practices was administered and from the results was assembled and produced a basic sequence established by the reading of The Diary of Anne Frank book, covering a vast fild of interests capable of awakening the reading formation of 9th grade’s students in the Escola Estadual São Francisco de Assis, at Botumirim/MG city. Through this methodology, was conceived a sequence composed of four steps: motivation; introduction, reading and interpretation. A literary coffee and the writing of a diary, so it was possible to sharpen the taste for reading and to have an effective participation of students. The theoretical foundation for this study is on the basic sequence conferred by Rildo Cosson (2016), in the reading formation presented by Ferrarezi Jr. and Carvalho (2017), in reading as an interactive perspective according to Isabel Solé (1998), Ingedore Villaça Kock and Vanda Maria Elias (2014). It was cited the youth literature approached by Teresa Colomer (2003) and José Nicolau Gregorin Filho (2011), the foundations of literature and testimonial literature from Antonio Candido (1995) and Márcio Seigmann-Silva (2016), also it was explored the diary genre rested on the authors Mikhail Bakhtin (1997) and Philippe Lejeune (2008).