Leitura das literaturas de língua portuguesa e formação de leitores

• Autor(a) principal: Curvelo, Sandra Regina Brito
• 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/1/14488
• topic: Portuguese-language african literature; Afro-brazilian literature; Literary reading; Literaturas africanas de língua portuguesa; Literatura afro-brasileira; Leitura literária; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This paper discusses the importance of the formation of the literary reader and aims to broaden its reading competence through the analysis of texts of the Portuguese-speaking African literatures and Afro-Brazilian (AMÂNCIO, 2008), dueto the importance of these Peoples and their culture in the formation of the Brazilian people, beyond the um questionable influence in our ethnicity. The theoreticalpart is based on studies that confirm the need for prior know ledge so that students understand their implicit literary language (CHARTIER, 2011; COSSON, 2016; KLEIMAN, 2016),becoming a proficient reader, based also on the laws that guide basic education. The methodology is anchored in the qualitative research, the action research, which was developed through interventive activities in a class of 9th grade of elementary School of a public schools in themunicipality of Itaboraí in the State of Rio de Janeiro, inwhich this Difficulty in understanding literary language wasdetected. The activities followed the basic sequence of Cosson (2016), in which the motivation, introduction andreadings were performed with multimodal texts: films,videos, Songs, Tales and poems. The stage of production counted with students ' creations of texts analogous to those read and also of a text of dissertative about the rich African culture to deconstruct prejudices and distorted visions thatare from Africa. The textual creations corroborated the thesis of the necessity of resorting to previous knowledgea bout the universe of literary text for its full comprehension,since they were able to attribute meaning (KOCH, 2016) to their productions from the readings African and Afro-Brazilian.