Círculo de leitura e diálogo literário: uma proposta pedagógica de incentivo à leitura literária

Abstract

This research aims to sensitize students to literary reading within the public school by reading works by local authors, providing them with significant moments of contact with the literary text and the encounter and dialogue with the author. In order to reach the objective, the methodology of the Reading Circle and Literary Dialogue project was analyzed, where it was verified the need to encourage the student to read literary from the reading of works by local authors, leading him to interact with the literary text and recognize the possibilities of meeting and exchange experiences with the author. This work is justified by the understanding that the incentive to literary reading and the formation of literary readers in the school becomes necessary and urgent. Therefore, the insertion of literary works by local authors, through projects to encourage reading, can be an effective way to get the student interested in reading, since there is a proximity between author and reader, enabling the encounter and dialogue between them. For the theoretical basis, we seek subsidies in assumptions of Freire's humanizing approach (FREIRE, 1986 and LAJOLO, 2006). Also complementing this theoretical reflection are the contributions of the National Curricular Parameters (PCN, 1998) and Curricular Reference - Rio Grande Lessons (RCLRG, 2009). Other authors are: Jobim (2009) and Traversini e Bello (2008). Also contributing to the research developed are the concepts of literary reading and school of Zilberman (2009) and Cosson Literary Literature (2007). The research to carry out this work was carried out in 2017 at the Waldemar Amoretty Machado College, with 9th grade students who were between 13 and 15 years of age and divided into 7 different moments. The last stage of the research was to analyze the implementation of the learning unit and its contribution to improve and improve the pedagogical didactic resources of the teachers and to signify the teaching-learning of the students, with respect to the incentive to the literary reading in the school. The results of the research evidenced the success of the intervention and it is understood that the objectives were reached, since there was engagement of all the students during the proposed activities. They could reflect on their reading practice and assess their reading ability, whether or not they are literary readers. Analyzing their reports of the diagnostic activities, it is evident how motivated they were to carry out new readings, after the development of the pedagogical intervention of incentive to literary reading.