O podcast e a leitura oralizada como recurso para o envolvimento de alunos do ensino médio nas aulas de literatura

Abstract

This dissertation presents the application and the results of the research carried out during the Professional Master's Degree in Language Teaching, with the theme "The use of technology and oralized reading as a methodological strategy to engage High School students in the classes of Literature". The objective of this action research was to analyze the teaching practice and the student involvement in the application of a proposal with the use of podcasts and oralized reading as teaching strategies in the classes of Literature. The experiment took place at Colégio Estadual São Patrício, a school in the municipality of Itaqui/RS, with students from the 2nd and 3rd year of high school. The methodology involves action research in which there are bibliographic studies that give account of the theoretical foundation necessary to revise already existing concepts that served as scientific support for the practices carried out in this research. Action research, on the other hand, meets the specificities of the Professional Master's Degree, combining research with practice, which makes the teacher also a researcher of his/her own doing. As basis for discussing literature and literary reading in high school, the main theorists used were: Alberto Manguel (1997); Alfredo Bosi (2006); Marisa Lajolo (1993); Rildo Cosson (2014) and Teresa Colomer (2007); The justification for the use of oralized reading as a teaching method is supported by the writings of the linguist and specialist in Children's Literature Georjes Jean (1999), and by the medieval scholar Paul Zumthor (2005, 2007, 1993, 2010), since both of them write about the importance of oralized reading from historical studies on its use by humanity through the ages. As a theoretical support on the use of educational technologies, in the production of the podcast, it was used the studies of Andréa Cristina Ferreira Pinto (2010); Carla Viana Coscareli (2016); John Palfrey and Urs Gasser (2011); and Roxane Rojo (2012). As a result of this research, after the application of the activities in the years of 2016 and 2017, the methodological proposal “Podcast and Oralized Reading as a Resource for the Involvement of High School Students in Classes of Literature" was elaborated and presented, destined to teachers of Literature, so that they can share the good results achieved through this research.