Teia de leitores: um caminho possível para o desenvolvimento da leitura e produção textual em sala de aula a partir do texto literário
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Data
2017-05-22
Autores
Kido, Roseli Stagliano [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O foco desta pesquisa é abordar a importância da leitura em sala de aula do Ensino Fundamental, mais precisamente nos 9º anos, a partir do texto literário, propondo uma intervenção para aprimoramento das práticas envolvendo a competência leitora. Assim, a questão que norteia o presente estudo é a seguinte: considerando uma perspectiva de letramento e multiletramentos; reconhecidas dificuldades e indicadores ponderados como insuficientes em relação à leitura no contexto escolar; bem como estudos de pesquisadores brasileiros sobre leitura e texto literário; pergunta-se: que configuração teria um projeto de intervenção relacionado à prática leitora em sala de aula, objetivando o estabelecimento de práticas autônomas, reflexivas e com criticidade, por parte de professores e alunos, em suas produções diárias? A pesquisa se caracteriza como qualitativa e, nesse aspecto, a fim de encontrar uma composição adequada para a proposta de intervenção foram escolhidos procedimentos próprios da pesquisa bibliográfica. Para a confecção da proposta de intervenção são utilizados aspectos do formato de organização para projetos sugeridos nos Parâmetros Curriculares Nacionais, para terceiro e quarto ciclos do ensino fundamental. Quatro capítulos são basilares no presente trabalho. O capítulo inicial trata da problemática envolvendo a inserção da atividade de leitura no contexto escolar, bem como sobre o poder transformador da leitura na vida do indivíduo. No capítulo seguinte, abordam-se questões sobre letramento e multiletramentos como forma de trazer à luz a importância desses processos no desenvolvimento de práticas relevantes para o aluno, quando atreladas à atividade da leitura. Na sequência, encontra-se uma seção sobre a importância do texto literário como importante instrumento para a prática leitora no contexto do letramento e multiletramentos. Por fim, há o capítulo contendo a proposta de intervenção a partir do conto “Gatos pretos” de Heloisa Seixas. A partir dos estudos de determinados autores constantes aqui, torna-se claro que a escola se encontra em crise em relação à leitura no contexto educacional brasileiro. A escola mostra-se com muitas dificuldades para promover práticas eficazes relacionadas à competência leitora em face de uma sociedade tão dinâmica em termos de utilização e diversidade de linguagens. Em relação aos resultados, constatou-se que o trabalho com leitura na escola, especialmente, nas aulas de língua portuguesa é questão sempre premente, dada a importância que a competência leitora tem para vida, considerando, inclusive, a importância do letramento e multiletramentos para o cotidiano. A presente pesquisa possibilitou a elaboração um projeto de intervenção, que pode ser utilizado como bússola por docentes, a partir de texto literário, objetivando o desenvolvimento da competência leitora e produção textual do aluno, bem como uma ambiência profícua de integração para o estabelecimento de uma teia de leitores, em que todos os públicos do contexto da escola estejam envolvidos.
The focus of this research is to address the importance of reading in the classroom of the Basic School, mainly in the 9th grades, from literary text, proposing an intervention to improve the practices involving the competence of reading. Therefore, the question that orientates the present study is: considering literacy and multiliteracies perspective; recognized difficulties and indicators considered insufficient related to reading in the school context; as well as studies from Brazilian researchers about reading and literary texts; one can wonder: what configuration would have a project of intervention related to the reading practice in the classroom, aiming the establishment of autonomous, reflexive and critical practices, from the teachers and students, in their daily practices? The research is characterized as qualitative and, in this aspect, in order to find an appropriate composition to the proposal of intervention, procedures of bibliographic research were chosen. To the elaboration of the proposal of intervention, aspects of the format of the organization to suggested projects of the National Curricular Parameters, to third and fourth cycles of the basic school, are used. Four chapters are essential in the present work. The initial chapter addresses the problematic situation involving the inclusion of reading activity in the school context, as well as the transforming power of reading in one's life. In the following chapter, questions about literacy and multiliteracies are addressed to show the importance of these processes in the development of practices that are relevant to the student, when coupled with the reading activity. In the sequence, there is a section about the importance of the literary text as an important instrument for the reading practice in the literacy and multiliteracies context. Lastly, there is the chapter containing the proposal of intervention from the tale "Gatos pretos" from Heloisa Seixas. From studies of certain authors containing here, it becomes clear that the school lies in crisis in relation to reading in the Brazilian educational context. There are many difficulties in the school to promote effective practices related to the reading competence in a dynamic society in terms of the utilization and diversity of languages. In relation to the results, it was found that the reading work in the school, especially, in the Portuguese language classes, is an always urgent question, assigned how the reading competence is important to life, considering, moreover, the importance of literacy and multiliteracies for the daily life. The present research allowed the elaboration of a project of intervention, which could be used as an orientation for teachers, from literary text, aiming the development of the reading competence and textual production of the student, as well as a successful atmosphere of integration for the establishment of a web of readers, in which all the public of the school context is involved.
The focus of this research is to address the importance of reading in the classroom of the Basic School, mainly in the 9th grades, from literary text, proposing an intervention to improve the practices involving the competence of reading. Therefore, the question that orientates the present study is: considering literacy and multiliteracies perspective; recognized difficulties and indicators considered insufficient related to reading in the school context; as well as studies from Brazilian researchers about reading and literary texts; one can wonder: what configuration would have a project of intervention related to the reading practice in the classroom, aiming the establishment of autonomous, reflexive and critical practices, from the teachers and students, in their daily practices? The research is characterized as qualitative and, in this aspect, in order to find an appropriate composition to the proposal of intervention, procedures of bibliographic research were chosen. To the elaboration of the proposal of intervention, aspects of the format of the organization to suggested projects of the National Curricular Parameters, to third and fourth cycles of the basic school, are used. Four chapters are essential in the present work. The initial chapter addresses the problematic situation involving the inclusion of reading activity in the school context, as well as the transforming power of reading in one's life. In the following chapter, questions about literacy and multiliteracies are addressed to show the importance of these processes in the development of practices that are relevant to the student, when coupled with the reading activity. In the sequence, there is a section about the importance of the literary text as an important instrument for the reading practice in the literacy and multiliteracies context. Lastly, there is the chapter containing the proposal of intervention from the tale "Gatos pretos" from Heloisa Seixas. From studies of certain authors containing here, it becomes clear that the school lies in crisis in relation to reading in the Brazilian educational context. There are many difficulties in the school to promote effective practices related to the reading competence in a dynamic society in terms of the utilization and diversity of languages. In relation to the results, it was found that the reading work in the school, especially, in the Portuguese language classes, is an always urgent question, assigned how the reading competence is important to life, considering, moreover, the importance of literacy and multiliteracies for the daily life. The present research allowed the elaboration of a project of intervention, which could be used as an orientation for teachers, from literary text, aiming the development of the reading competence and textual production of the student, as well as a successful atmosphere of integration for the establishment of a web of readers, in which all the public of the school context is involved.
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Palavras-chave
Leitura, Literatura, Letramento, Multiletramentos, Projeto de intervenção, Reading, Literature, Literacy, Multiliteracies, Project of intervention