Construindo uma comunidade de leitores: seleção de obras e estratégias de leitura literária

• Ano de defesa: 2016
• Autor(a) principal: Sousa, Sandra Lopes de
• 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: Letras; Letramento; Pesquisa-ação; Estratégias de aprendizagem; Leitura - Métodos de ensino; Letramento literário; Estratégias de leitura; Formação do sujeito-leitor; Literary literacy; Action research; Reading strategies; Formation of the studentreader; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/18427; http://doi.org/10.14393/ufu.di.2016.572

This study deals with the training and shaping of the school student-reader from the sixth year primary education level, essentially those from public schooling, where the student interacts with literary texts. The intention hereby being to show that teaching through literature is possible within the school environment, as well as establish teaching methods for school learning. The method centers on research-action, associated with modular structure workshops as well as with the semi-structured reading circle, which has the objective to teach and learn the reading strategies. The selection of books from literary genres, such as myths, fables and fairy tales shows the construction of prior knowledge within this student-reader, where a strategic communication connection is established with a contemporary work. The research was developed in a public school from the municipality of Senador Canedo, Goiás, with students that had little knowledge of the literary genres described above. Through the perspective of literary literacy, for which the social practice of the reading process is mainly the school, special care was taken in the construction of the workshops, activities and reading circles, where the aim was to make reading the focal point. The commitment from participants was seen throughout the project, with the objectives, in their major part being reached. I believe that the project surpassed the point of identification and interpretation of texts and showed to the students the importance to be placed on the literary work, through their perception of the codes and cultural values, from their social group as well as others noted from these readings. This suggests that there was an enlargement of their interior world. Through this proposal, the students and the teachers were capable of identifying, adapting and constructing new concepts and new ways of interacting not only with the works dealt with, but also with themselves.