A contribuição da leitura de clássicos para a formação de leitores críticos em uma escola pública de Goiânia

• Autor(a) principal: Sotini , Fabiana Iolanda
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000007pcf
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7850
• topic: Leitura literária; Clássicos da literatura; Mediação; Literary reading; Classics of literature; Mediation; EDUCACAO::ENSINO-APRENDIZAGEM

This dissertationpresents an investigation about the contribution of the literary classicreading to the critical formation of high school reading students in a school of Goiania. Its objective is to investigate how the reading happens in the school environment, in the effective contact of the student with the literary text, aswell as to observe how the relation with Machado texts, representative of the classics, through the teacher mediation can contribute to the critical formation of the reader. The corpus of analysis chosen was the fictional production of Machado de Assis, asrepresentative of the classics which, less and less, are read in the school due to the complexity and the temporal distance of the language, in relation to what the young readers consider current, besides narrative innovations and refined expressionfeatures, such as irony. Five short stories and a novel authored by the authorcomposes the analysis corpus. The practical part consists of an intervention carried out as an action research, quantitative and qualitative of reading mediation, initiated by the reading of Machadian tales followed by the reading of the novel Posthumous Memories of BrasCubas (2007), with a class of 2nd grade Teaching In the State College Edmundo Rocha, located in the Northwest region of Goiânia. The rationale presented is based on reflections of Calvino (1993), Candido (1972, 1989 and 2004), Zilberman (1985, 1988, 1999), Bosi (2002,2003), Compagnon (2009) Failla (2012, 2016), Kleiman (2002) Todorov (2009), Schwarz (2008), Bosi (2003), among others, besides the documents Law of Guidelines and Bases of National Education (LDBEN, 1996); National Curricular Parameters (PCNs, 1999); Curricular Guidelines for High School (OCPEM, 2006), among others. The results of this research indicate that the literary reading of the classics contributes, in fact, to the formation of critical readers in the school and emphasizes the importance of the teacher mediation to reach this objective.