Contribuições do conto para a formação crítica de adolescentes: uma experiência com estudantes dos anos finais do Ensino Fundamental

Abstract

This study analyzes how the work with short stories in Portuguese Language classes in the final years of elementary school with the objective of promoting critical education through the development of skills in understanding, interpreting and elaborating opinions about the themes addressed in the texts. It is justified by the need to present to the students of a school in the state education network, from the Northern region of Minas Gerais, strategies that enable understanding, interpretation and production of opinion texts. To that end, an action research was developed, according to Michel Thiollent (1998), in Action Research Methodology. The short story is pointed out as a guiding textual genre because it belongs to the literary field and because it collaborates with the literary, critical and social formation of the students. For this reason, we sought to contribute to the preparation of students to act with autonomy and criticality in the contexts and uses of the language, considering it as a cultural, historical and social phenomenon. The intervention was carried out based on the theoretical and methodological basis of the TEP strategy (Text, Stimulus and Practice), based on the contributions of Ernani Terra and Jéssyca Pacheco (2017), in O conto na sala de aula (The short story in the classroom). The activities culminated in presentations to the school community of the afternoon shift, with literary exposition, presentation of sketchbooks of the researched, dramatizations and a debate the author of three short stories worked on the intervention. It reflects on the level and process of text-sense building, based on the students' responses to the final activity of the intervention. Initially, the students' understanding and interpretation was limited to the identification of elementary utterances, that is, minimal meaning of narratives, according to Terra and Pacheco (2017). The sharing of reading, individual and team work contributed to the construction of meaning and critical training of students and to the development of reading ability, especially in aspects related to linguistic, thematic construction and narrative sub-understandings. In the end, they pointed out performance in the plane of meaning of the abstractions of the speeches, they showed appreciation in texts literary and criticality in the elaboration of opinions.