O letramento literário no ciclo de alfabetização. Em foco: o PNAIC e o ensino de estratégias de leitura a partir do uso de obras dos programas do livro do governo federal dos anos de 2010 a 2015

• Ano de defesa: 2016
• Autor(a) principal: Cunha, Renata Peixoto 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: Letramento literário; Linguística; Ciclo de alfabetização; PNAIC; Leitores – Formação e desenvolvimento; Programas do livro; Leitura – Estudo e ensino (Fundamental); Ensino de estratégias de leitura; Literary literacy; Alphabetization cycle; Book programs; Teaching reading strategies; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/25369; http://dx.doi.org/10.14393/ufu.di.2019.649

The research developed focuses on the area of languages and literacies and is configured as an action research. In the light of studies about the alphabetization and literacy processes, the so-called children's literature and its specificities, the literary literacy and the strategies and methodologies for the teaching of literary reading in the early years of Elementary School, we understand that the mediating teacher's role is impacting in the formation of the student as a literary reader. Therefore, part of this research is an analysis of the training books of literacy teachers of the National Pact for Literacy in the Right Age (PNAIC - Pacto Nacional pela Alfabetização na Idade Certa, in Portuguese), being observed how the literature is contemplated in this national training program. Although it is a unique program for teacher’s formation, it was perceptible the utilitarian speech about the use of works directed to children's audience, often reinforcing the teacher's confusion in distinguishing a paradidatic book from a potential literary work. As an action research, in addition to the related studies, we apply an interventional proposal with the intention of contributing to the expansion of the literary literacy of alphabetizing students and, also, to soften the unsystematic and inexpressive teaching of reading strategies in the initial years of Elementary Education. With this objective, we are guided by the contributions of Girotto and Souza (2010) in order to, starting from the use of potential literary works available at school, formulate and apply a sequence of activities in a 3rd grade class of the alphabetization cycle. The following were central points of the intervention proposal: the use of children's literary books from the programs of the Ministry of Education’s book (MEC); the collaborative reading and the students' production of reading diaries and puppet theaters. In general, the intervention proposal proved to be quite effective in meeting the objectives outlined. The description of the action research and our perception of its results are presented in this dissertation.