Feira de literatura no espaço escolar: o letramento literário como prática social

Abstract

This dissertation is the result of an action research done in the Mestrado Profissional em Ensino de Línguas, from Universidade Federal do Pampa, campus Bagé/RS, from January 2016 to March 2018. It deals with the planning and the execution of the Literature Fair with the students of 3rd grade of the state school on Itaqui-RS and aims to describe, analyze and propose the application of a proposal involving to perform a play of classics of Brazilian Literature, as a strategy of literary literacy and integration between school and society. The present work is justified as I recognized the demotivation of the students with the literary reading seen as significant for their cultural enhancement and present in the class work plan. Thus, I observed the need to seek different alternatives to bring students closer to this reading, promoting their protagonist, the development of their creative abilities and, consequently, the participation in an artistic and collaborative work from the realized readings. To this end, I promoted systematic selection and reading of literary works, discussion in class and continuous planning of activities in order to hold the Literature Fair at school. As a theoretical basis, we discussed some specificities of Literature, by means of Candido (1995), Lajolo (2001), Todorov (2009); the literary reading, through Langlade (2013), Jouve (2013), Rouxel (2013a), Petit (2008); the literary literacy, with Soares (1998), Cosson (2014), Kleiman (2007). It was considered about the Literature in high school and the importance of the teacher as mediator of reading, with the contributions of Bordini & Aguiar (1988), Colomer (2007), Meier (2011). It was emphasized the importance of literary events for the formation of readers, with Rösing (2007), Fernandes (2014). The final stage of the research consisted of analyzing and theoretical reflection about the intervention project implemented, based on the results of its practice in 2016 and defining the pedagogical product at the end of this dissertation. The research demonstrated the importance of promoting the Literature Fair in the school as a strategy of literary literacy, as well as the role of the teacher as mediator of reading, thus enabling a meaningful interaction of young students with literary reading. At the end of this dissertation, submit the pedagogical product to organization of the Literature Fair in the school.