O universo fantástico: uma experimentação para o letramento literário

• Ano de defesa: 2018
• Autor(a) principal: Costa, Cristiane Moreira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Letras (Mestrado Profissional)
• Palavras-chave em Português: Literatura; Letramento literário; Fantástico; Linguística; Literatura - Estudo e ensino; Leitores - Formação e desenvolvimento; Literatura fantástica; Literature; Literary literacy; Fantastic tales; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/25346; http://dx.doi.org/10.14393/ufu.di.2019.632

Teaching Literature in school allows us to a full consideration of readers training mastering the multiple meaning language. Considering the need to rescue the importance of literature in school context, because the traditional methods usually do not meet the objective of training readers, we seek a teaching method that may broaden the literary view of the student readers of the 8th year of elementary school of a public school taking a perspective which we consider of great interest for those students: the fantastic literature. Thus, by means of a theoretical and methodological approach based on the basic sequence of literary literacy by Rildo Cosson (2012) and on the critical reading by Kügler (FANTINATI, 2012), we propose workshops that guide both reading and writing towards the theme in Histórias para não dormir: dez contos de terror (GUEDES, 2009), a book that comprises famous classical and contemporary writers of both Brazilian and world literature. Based on those literary tales, the proposal aim is that the student readers may think about their identity and create their own fantastic stories by dialoging with literature, and may perform them using animation as well. The research consists of a bibliographic study on literature and fantasy in literary universe. Based on the contributions of the theoretical apparatus, we propose a comparison between the way students see the fantastic elements that surround them, before and after the activities in the workshops. Using the notes about student’s engagement, we intend to compare and record in a portfolio the personal literary knowledge development, according to Cosson’s basic sequence (2012). After undertaken the project in classroom, we analyze the suitability of the activities and confirm the viability of the proposal.