A magia da leitura e seus desafios no ensino fundamental

Abstract

This research aims to propose and analyze the application of a methodology of literary reading as a systematic and constant practice, aiming to broaden the skills of reading, seeking to distinguish between literary and non-literary reading, promoting moments of reflection on the which has been read, allowing for the creative expression of the student, access to different literary genres and, therefore, developing the production of different types of artistic manifestations from the readings made. In order to reach the objective, the methodology of the project “The Magic of Reading”, was analyzed in which the need to awaken in the student the perception of the importance of reading practice from different methodologies, leading him to interact with the literary text and recognize the possibilities of this text or reflecting their experiences. The justification for this work rests on the observation that the practices of reading outlined in the classroom have been pointed as co-responsible for the student's distance from literature. The school, privileged institution for the development of the taste for literary reading, ends up making it impossible to develop compatible reading to develop satisfactorily the literary text, through de contextualized practices, which do not seek textual enjoyment. As background, we discussed what is reading, the specific itiesof the literary text and the importance of literature in the integral formation of man and the development of a reader behavior (Isabel Solé - 1999; Maria Helena Martins - 2006; Ingedore Koch - 2002; Magda Soares - 2000/2013; Ezequiel Silva - 1993/2003). As a result, the need for an approach to the literary text in a critical way, according to which creativity and play fulness are present (J W Geraldi - 2008; Ângela Kleiman - 2004) and the Role of the teacher as mediator in the elaboration of meaningful reading practices (Marisa Lajolo -19862/1993/2005; Rildo Cosson - 2006/2012; Irande Antunes -2009). In the same way, the literary text is emphasized by means of an aesthetic function so that we can form the taste, teach and appreciate e what makes the beauty of literary works (Ariano Suassuna - 2008, Italo Calvino - 1998 Roland Barthes - 1996, Jonathan Culler - 1999, Neitzel - 2006, Gabriel Perissé - 2009). The project was carried out with three ninth grade classes of elementary school in a state school in the municipality of Dom Pedrito / RS, where reading and interpreting were done in a way that became something different and charming, taking into account the reality of the students as well like tastes and their world views. The last stage of the research consisted of the analysis of data produced, re-elaboration and extension of the Project of Literary Workshops, based on the results of its development in class and defining the final pedagogical product of this dissertation. The results of the research evidenced the importance of a differentiated practice of literary reading, where educating and educating together create a differentiated work with the literary text, thus enabling the student to create a greater intimacy with books and reading.