De ponta a ponta no barbante – o Cordel: - muito prazer, sala de aula!

Abstract

The present study originated of the verification of the relative lack of interest in reading, mainly of poetic texts, demonstrated by students of 9th grade A, in elementary school II, at the Mendes de Oliveira State School, in the city of São João do Paraíso, MG. In addition, it was observed the inexistence, on the part of students, of a consciousness about the importance of proficient reading training for their integral development: social, cultural, cognitive, psychological and human. After the preliminary impressions were confirmed, it was possible to think about which pedagogical reading practices would be adopted with the respective class and if they could alleviate the diagnosed situation. The proposal was designed for the application of an interventionist action centered on the use of various reading activities, delimiting as a discursive instrument the Cordel textual genre, due to the ability to critically appropriate diverse knowledge, in addition to the recognized literary value, with its production of complexes imaginary spaces, involving narratives capable of sensitizing, humanizing, provoke fruition and pleasure, seducing the reader. Thereby, the primary purpose of such actions was to foster students' behavior change in face of reading that should be seen as something essential for their education and, therefore, become a constant practice, undertaken in their daily life for free, natural and conscious. In short, it was aimed as an ideal result of the intervention proposal, the reading training. To theoretically base the studies, a broad theoretical contribution was sought in Discourse Analysis, centered on Bakhtin(1992), Marcuschi (2008), Cardoso (2003), Geraldi (2012), Wachowicz (2012);in the Theory of Communication proposed by Jakobson (2007); in Literary Theory, especially in the view of Barthes (1987), Candido (1995), Cosson (2006), Paulino, Walty, Fonseca, Cury (2001), Ong (1998), Valéry (1991), Vera Maria Tietzmann Silva (2009 ) and Zumthor (1993);in important considerations about history, the origin of the Cordel and its function as a discursive instrument by Proença (1976), Abreu (1999), Meyer (1980), Lopes (1994), Marinho-Pinheiro (2012) , Bonfim (2009) and Rodrigues (2016). As well as in the scientific bases on reading in the approach of Kleiman (2004), Lajolo (1993), Zilberman (1982).In this study, for conducting the research, a qualitative methodological perspective was adopted, with the use of action research associated with the participant, marked by the fruitful integration between students and teacher, the agents involved in the investigation. In this sense, it was made the verification of previous observations through a diagnostic instrument, of a descriptive nature that allowed to collect information about the students' relationship with reading. Next, several interventional actions were planned and executed. To measure the results of such activities, a final activity was applied followed by testimonials from students. Finally, it was possible to describe, through participatory observation, of an explanatory nature, the quite significant advances obtained, thus confirming that several proposed objectives were achieved. In addition, it was found the need to multiply actions of this format, as a way of advancing in such a definite aspect for teaching-learning as a whole: reading in its full role.