A leitura literária como estratégia para a reflexão sobre o multiculturalismo na sala de aula

Abstract

This dissertation arose from observations of the researcher about the human and cultural peculiar characteristics of Aceguá, in the interior of Rio Grande do Sul, bordering Uruguay, as well as on the possibilities of highlighting and valuing the culture of the students of the municipality, of various ancestry and well-defined identities. In this sense, an action-research practice (THIOLLENT, 1986; PIMENTA, 2005; LEFFA, 2006) was applied through a didactic project carried out with a ninth grade class from a multicultural school in that municipality. The meetings took place between September and December 2018. During this intervention literary literacy activities were carried out involving texts related to the history of ethnicity and culture, supported by the methodology of basic reading sequence proposed by Cosson (2007). The aim of this research is to verify if the reading strategies applied by the researcher contributed to the students reflecting on their origins and the cultural context in which they are inserted. In the foundation of the study, the legal aspects of school reading in Brazil stand out, observing the Law of Directives and Bases-LDB, the National Curricular Parameters-PCN and the National Curricular Common Base- BNCC. We also highlight the concepts of culture and its history, according to what Laraia (2001), Bosi (1992) and Canclini (2005) present us. The aspects affecting multiculturalism and identities are supported by the understandings of Candau (2012), Canclini (2005) and Moita Lopes (2003). As regards reading, reading literacy and reading strategies, this research is based on the works of Colomer (2007), Jouve (2002), Souza and Cosson (2011), Cosson (2007), Paulino and Cosson (2001), Solé (1998) and Cosson (2014). The analysis of the data is based on students' participation, recorded in written form or recorded videos, in the reflective diary of the researcher, in the perceptions about the practice, in the difficulties and facilities found throughout the process. The results demonstrate that the methodology used and the chosen texts favored the students' reflections on their origins, cultures and context. As a result of this research, we also present the pedagogical product, which consistof a guide for the assembly of multicultural shows in the school.