Práticas de letramento literário no ensino médio

• Ano de defesa: 2019
• Autor(a) principal: Silva, Hilma Liana Soares Garcia da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Semi-Árido; Brasil; Centro de Ciências Sociais Aplicadas e Humanas - CCSAH; UFERSA; Programa de Pós-Graduação em Ensino
• Palavras-chave em Português: Ensino; Letramento literário; Formação leitora; Teaching; Literary literacy; Reading training; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufersa.edu.br/handle/prefix/5299

The study of mother tongue in school seeks to reflect on the use of the language in the social context and focus on the contents related to linguistic analysis, reading, writing, orality and text study. However, it is possible to identify that in the teaching of Portuguese Language in High School, there is still a focus on teaching grammar rather than working with language itself. Hindering the interaction between language and literature, as well as practices aimed at literary experience. It is noticeable that, when teaching literature, the centrality of the studies revolves around historiographical information on literary periods, characteristics of authors and their works. Literary texts, when studied, are usually fragments of canonical works associated with the activities predetermined by the textbook, which provide little or no opportunity for the development of literary literacy practices. Given these aspects, this work has as main objective to analyze how to place the practices of literary literacy in high school literature classes at a public school in the city of Mossoro/RN. Based on this central question, we carried out a case study at the mentioned search field using the techniques of observation, application of questionnaires and interview in order to achieve the specific objectives of this work, being therefore considered several sources of evidence. In order to articulate and to base the study, it was necessary to analyze what the official documents guiding the High School (BRASIL, 1999; 2008) say with regard to Teaching Portuguese Language and, more specifically, Literature. In addition, we use theoretical assumptions about literary literacy, by Paulino (2007), Soares (2011) and Cosson (2014a, 2014b). Regarding the Portuguese Language and Literature teaching in High School, we based on Lajolo (1996), Leite (1997) and Zilberman (2012). Regarding the Case Study method, we based on Martins (2006) and Yin (2015). Regarding the Case Study method, we based on Martins (2006) and Yin (2015). And concerning reading, school and the reader formation, we followed the studies of Bridges (2012) and Petit (2009; 2013). Still to make analyzes feasible in the current technological and media context, we used the research on multiliteracies of Rojo (2009, 2012), among others. Considering these aspects, it was possible to perform an analysis from the triangulation of the data obtained in the field research and the theoretical propositions used in this work and thus identify that the literary literacy practices used by the teacher, based on reading circles, are strategies relevant to the promotion of literary reading in Literature classes, even though we might realize that the students in the class are still accustomed to the activities linked to the textbook. We also find that the students' literary preferences are far from the canonical works generally presented in a fragmented way in the textbook of Literature. In their choices, students opted for contemporary works and authors, which are part of their cultural context. Thus, we verified that the selection of literary works for applying literary literacy, despite being carried out by the teacher of the discipline, aims to contemplate the taste of the students in Literature classes