Práticas de alfaletrar a partir do texto literário em um 5º ano de Pelotas

Abstract

The intervention described and examined in this report focused on the process of literacy development associated with the study of literary texts in the post-remote learning context. Therefore, we defined our overarching aim as analyzing the literacy development process experienced by students enrolled in a 5th-grade class in elementary school in the municipality of Pelotas, with literary texts as the center of this process. To achieve the aforementioned general objective, we chose specific objectives, namely: to examine how the students' literacy development unfolds when based on the study of literary texts and the interaction between author-text-reader; to identify the main difficulties/gaps in the literacy development process and in the essential learning of the students; and to diagnose how the literacy development process, based on the study of literary texts, assists in the interaction of the axes of reading, writing, orality, and linguistic/semiotic analysis. This is a qualitative research that, according to Lüdke and André (1986), requires the researcher to remain in contact with the observed environment. The methodology used was pedagogical intervention, because, according to Damiani et al. (2013), this methodological approach demands the planning, application, and critical review of pedagogical actions. Furthermore, we decided to use Discourse Textual Analysis (ATD) as a data analysis method, since language plays a central role in ATD. Finally, our analyses revealed that the school plays a crucial role in students' relationship with and exposure to literature. This is because most students only encounter books in the school environment.