Da subjetividade ? reflex?o cr?tica: leitura de vidas secas no ensino fundamental

• Autor(a) principal: Silva, F?bio Braga Souza da
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/5230
• topic: Leitura liter?ria; Ensino fundamental; Forma??o do leitor; Vidas Secas; Literary reading; Elementary education; Reader formation; Vidas Secas; Educa??o

In elementary school, the student usually has contact with the literary text through tales, poems and fragments of novels or plays. However, in the public school, the full reading of canonical works is not so common. This research aims to question the reasons for that the reading of novels accredited by literary critics is not frequent in this stage of basic education, as well as to enable, as a result of this reading, the coexistence between subjective and literary analyzes proposed by student-readers, showing that the dialogue between these different readings can serve as scaffolding to reach ever more reflective readings. Another intention of this work is to create mechanisms so that the purpose of the textual production evaluation of the municipal network of Rio de Janeiro is reached, since the research done with teachers of this network indicates that the practices that involve this evaluation have only provoked the tangency of some of its proposals. In order to reach the objectives mentioned, the reading of the novel Vidas Secas, by Graciliano Ramos, was undertaken. The choice of this book is due to the fact that it shelters social criticism that crosses time and space, making it current and necessary to an understanding of the brazilian reality. In addition to the ideology underlying its production, it interests the research the stylistic composition of the book, because we believe that its organization can help the student in its turn to organize his thinking. Parallel to the reading, there were collective debates as a way of opportunizing the appearance and improvement of the reading levels mentioned above. At the end of the reading and debate activities, the students produced two texts with different approaches and through them it is possible to perceive that the proposal defended in this research is not only feasible but could be extended to the curriculum of the ninth grade students of the elementary school. And, for the theorethical basis, the reserch relies on Annie Rouxel, Antonio Candido, Alfredo Bosi, Beatriz Sarlo, Mich?le Petit, Rildo Cosson and Tereza Colomer