A leitura literária na formação de leitores críticos: uma proposta de intervenção

• Autor(a) principal: Costa, Roberta Guerreiro
• Data de Publicação: 2018
• 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/1/14466
• topic: Literature; Critical Reading; Shared Reading; Subjective Reading; Reading Journals; Intervention; Literatura; Leitura Crítica; Leitura Compartilhada; Leitura Subjetiva; Diários de Leitura; Intervenção; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA

This dissertation aims to present an intervention proposal for a problem that is frequently identified in classrooms: the difficulty in working with literary reading. When dealing with reading, the National Curriculum Parameters (PCN, 1998) propose that it be carried out in order to meet the multiple social demands, the different communicative purposes, considering the different contexts of production. However, when considering specifically the literary text, NCPs simply define it and highlight some misuses of these texts in the classroom. Thus, this dissertation stands out in two cooperative activities: the theoretical reflection on the reading of the literary text and the critical approaches of the reading practices in the classroom. In the first activity, the work focuses on the bibliographic review of the reading acts and the concept of literature; the second activity invests in the theoretical framework that focuses on the relationships between reading, readers, texts and teaching. This theoretical contribution was constituted of fundamental reflections of authors like Terry Eagleton and Jonathan Culler, within the scope of the concepts of Literature; Vincent Jouve, Luiz Costa Lima and Michèle Petit, especially in questions related to reading conceptions; Paulo Freire and Cavéquia & Maciel, for the discussion on critical reading; Teresa Colomer, in the field of shared reading, and Ana Rachel Machado with regard to reading journals. This theoretical contribution made possible the development of the work with a view to the reflection on the formation of critical and autonomous readers, from the literary reading. As a perception space for the intervention proposal, a municipal public school group was chosen, located in the Barreto neighborhood, in the city of Niterói, Rio de Janeiro. The class belongs to an acceleration class of the 3rd cycle of learning, which comprises the 6th and 7th years of Elementary School. The literary text analyzed with the group was Festa no covil (2012), by Mexican writer Juan Pablo Villalobos. Our intervention process privileged activities such as shared reading, in which students divided orally and through reading journals their interpretations of the texts and the connections they established with external reality. In this way, we wanted to value the knowledge learned, often left out in the teaching / learning process.