Sendas do letramento literário pela magia do romance: uma proposta de intervenção

Abstract

We opted to write this dissertation to contribute to the process of forming critical literary readers. So we decided to elaborate a project of intervention with the title – “Ways of literary literacy through the magic of the novel: a proposal of intervention”, which has been applied to a nine group of a public elementary school (9° ano do Ensino Fundamental II), located at the rural area of Conceição do Coite – Bahia. The idea came out to us from some trouble on the part of students before reading a novel. Then, to present results, we thought of a methodological proposal to go ahead to a literary literacy in order to contribute to the spread of reading activities, and also to put students closer to the novel genre. To give a theoretical basis to the above-mentioned intervention, we had the opportunity to develop the work by reading Soares (2002), Kleiman (2006; 2011), Street (2014), and Rojo (2009; 2012) who speaks about multi-literacy; Failla (2006) and Antunes (2003) who discusses the social dimension of reading and its teaching perspective; and Todorov (2009) who stands out the relevance of the literary text in class; PCNs-Lp (1998), Marcuschi (2008), Dolz and Schneuwly (2004) who explore the perspective and application of genres, and also Bakhtin (1997) who presents classifications and a theoretical basis for the novel. So we organized this proposal, in a didatic sequence, based upon Cosson’s theory (2014), about the reading of the novel – “A menina que cavava com a caneta” by Sarah Correia, which permitted a dialogue with – “Capitães de Areia” by Jorge Amado, and also wih other titles. The methoddogical procedures favored the reading and discussion of the chapters of the novel, through chatting, reading circles, visiting the inspiring city of the setting of the novel, interviews with the author of the book, story – telling and fanfics production, which were posted on digital platforms. It is important to say that we centered the work on an intersemiotics perspective, what possibilited a contact with other genres and other languages. We can also stand out that results from the research pointed at: a good relationship between students and the novel, changing of activities in the classroom, social-affective behaviors among students, and perception of how literature is important to human beings. Taking into consideration the social function of lirerary reading for people’s emancipation, we can say that what we propose is such a good alternative to humanizing and forming critical literary readers.