Uma proposta enunciativo-discursiva de leitura de contos para o ensino fundamental

• Autor(a) principal: Maiolini, Iara Lopes
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/1170
• topic: Letramento literário; Gênero do discurso; Conto; CNPQ::LINGUISTICA, LETRAS E ARTES; Literary literacy; Speech genre; Tale

The present research has the aim to investigate and to discuss the reading ́s practices and literary literacy from students of 7th 9th year of elementary education of a state public school located in Cuiabá, Mato Grosso. Also, it examines and analyses the didactic treatment given to the speech genre tale as teaching object for the reading activities on the collection Portuguese language schoolbook “Viva Português”. Thus, it elaborates a reading proposal of the genre tale guided to the 9th year ́s pupils by the social and interactive perspective of language and teaching and learning. For such, by the level of language in use, the proposal is based on theorical framework enunciative-discursive from Mikhail Bakhtin, Valentin Volochinov and Pavel Medvedev (1929a; 1929b; 1926; 1928). And, by the level of teaching and learning, it anchors in the socio-historical bias from Lev Vygotsky (1930; 1934). Moreover, it proposes activities of reading through the Bakhtinian concepts of active understanding and active and respondent being (1952-53/1979, 1934-35/1975) to reflect about literary literacy mediated by tales. Thus, we conceive that the discursive genre tale is a very fruitful tool in the question of the literary reader ́s formation. The research methodology is an assumption which is brought to the light by Bakhtin`s dialogic framework applied to the human sciences (1959-61/1979; 1970-71; 1974/1979). Data analysis revealed that the researched pupils have many reading practices because they read poems, lyrics, tales, etc. However, at the school sphere, they read texts from the didactic textbooks. Especially in the data analysis from the textbook “Viva Português”, we note that this does not promote literary literacy because, to a large extent, it develops a reading work grounded in normative grammar. Finally, in our analysis and reflections regarding to the literary literacy, we understand that this might be a student as well as a teacher ́s reading practice in his teaching of literature ́s reading at school.