Estratégias produtivas no trabalho com leitura literária no ensino fundamental: uma experiência que deu certo

• Autor(a) principal: Gondim, Jéssica Julliana Bezerra
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/6305
• topic: Portuguese Language; Teaching reading; Literature; Mediating teacher; Pedagogical practices; Língua portuguesa Estudo e ensino; Professores - Formação; Prática de ensino; Ensino fundamental; Ensino de Língua Portuguesa; Leitura; Literatura; Professor mediador; Práticas pedagógicas; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

In a social world where the demand for linguistic interaction and its various practices are increasing, many students in the school environment find it difficult to deal with reading and comprehension of texts, in particular those belonging to the literary discursive domain. There have been several problems faced by teachers, especially Portuguese-speaking teachers, in overcoming or minimizing them. This dissertation, the result of the passion for teaching and the desire to motivate teaching colleagues in their teaching practices, aims to point out possible ways of arousing students' taste for literary reading, as well as making them competent and critical readers, interacting with each other critically as they read. It also seeks to contribute, through pedagogical strategies and activities effectively carried out in the classroom, to an efficient work with literary reading in Elementary School. To this end, this work adopts the interactional conception of language (ELIAS; KOCH, 2014) and highlights Gilles Thérin's (1990, apud JOUVE, 2002) view that reading is a process with five dimensions: neurophysiological, cognitive, affective, argumentative and symbolic. As for the reading comprehension, highlights the cognitive-sociological perspective of Souza (2005), in which he understands the importance of the subject's cultural memories in attributing meaning to the text and conceives the teacher's role as a learning mediator (MACHADO; MAGALHÃES, 2012) materializes as the dynamics of interaction take place. This study involves the official documents governing the teaching of Portuguese in Elementary School; aspects related to reading, textual comprehension, reader training and teacher mediation; the literary reading of national and foreign classics. The research corpus consists of eight literary works worked in regular classes of 6th and 7th grades of Elementary School in a private school network, located in the city of Rio de Janeiro