Leitura literária na biblioteca escolar: uma proposta de revitalização

• Autor(a) principal: Ramos, Gleidson Azevedo
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
• Texto Completo: http://tede2.uefs.br:8080/handle/tede/956
• topic: Leitura; Letramento literário; Biblioteca escolar; Ensino; Língua Portuguesa; Reading; Literary literacy; School library; Teaching; Portuguese Language; LINGUISTICA, LETRAS E ARTES::LETRAS; LETRAS::LINGUA PORTUGUESA

This study had as its aim to promote the enhancement of the reading competence through activities oriented to the formation of the literary reader in a 7th grade class at Monsenhor Mário Pessoa School, in Feira de Santana-BA. Since the school library was not included in the pedagogical practices, its revitalization was one of the actions promoted with the objective of inserting it in the literacy activities proposed in this intervention. The mediated reading of short stories was the chosen methodology, considering this literary genre as the most adequate, at this time, for the literary literacy, integrating reading activities developed in the classroom, with the help of planned didactic material, in the school library and the support of a virtual environment. The theoretical frame of reference about language and interaction was taken from Bakhtin (2017 [1929]); regarding the reading and literary literacy theories the study was based on Cosson (2016), Jouve (2002), Colomer (2017) among others. As to the didactic sequence, the basic sequence presented by Cosson (20160 was used; Rojo e Moura (2016), Rojo (2013), Zacharias (2016) are among the authors whose studies were used for the concepts of multiliteracies. To establish theoretical grounds to address the issue of the school library, the studies of Roca (2012), Maroto (2012),Morais (2012),Ferreira (2015), Colomer (2017) and Bajour (2012) were chosen; regarding the short story as a literary genre, the authors providing fundament were Moisés (2015), Cortázar (2006) e Gotlib (2002) .The results point to a pedagogical action that, having as focus the formation of the individual, as someone able to interact with the environment in a critical and reflexive way, uses the literary text as an instrument for the development of the students’ consciousness of themselves and of their context, enabling the exercise of citizenship.