Leitura literária no ensino fundamental: uma proposta para além das “fichas”

Abstract

The research project Literary Reading in Elementary School: a proposal in addition to the "fichas" aims to contribute to existing reading practices in the school context, implementing a pedagogical intervention through literary literacy understood as indispensable in the construction of the reader. The proposal will be developed with students of the 9th grade of Elementary School of a state public school in the municipality of Conceição do Coité. The work focuses on the reading of the literary text - Tale - in an intersemiotic perspective that allows the dialogue with other languages favoring the comprehension of the text, the amplification of the reading competence as well as the construction of the critical thinking of the learner. For this, a Teaching Sequence organized in modules will be applied with the unfolding related to the stories that will be worked on. It is necessary to emphasize that, in this process, the teacher has a relevant role as mediator between the text and the students, providing conditions for the reading to be interactive and meaningful. The research is based on the writings of Solé (1998), Cosson (2014), Kleiman (2002), Silva (2000), Rojo (2009), PCN (1998), Dolz and Schneuwly (1997). Considering the social function of reading for the emancipation of the individual, it is considered important that the literary text is always resent in the school sphere, since it can bring valuable contribution in the construction of a more humanized man capable of perceiving reality Reflected in the texts.