A contação de histórias como ferramenta para a formação do leitor no Ensino Fundamental II
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Data
2019-03-18
Autores
Corral, Adriana Gonzaga Lima
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa reflete sobre a importância da contação de história para a formação de leitores no Ensino Fundamental II. Para tanto, concebe-se neste texto a contação de histórias como uma metodologia importante para o desenvolvimento da linguagem verbal, da criatividade, do imaginário, da sensibilidade e da comunicação. Enfim, como auxiliar na formação do leitor estético. Como metodologia, utilizamos a pesquisa-ação (ELLIOT, 2000; MCNIFF, 2002). A escolha deveu-se a práticas e observações realizadas em sala de aula. Para o desenvolvimento das atividades de leitura, baseamo-nos no Método Recepcional, desenvolvido por Bordini e Aguiar (1993), a partir dos pressupostos teóricos da Estética da Recepção (JAUSS, 1994) e do Efeito (ISER, 1996 e 1999). Desse modo, buscamos durante o desenvolvimento de nosso trabalho com a contação de histórias em sala de aula, trabalhar com textos que despertassem as ―ressonâncias ideológicas‖ em nossos alunos, ou seja, textos que os comovessem porque são próximos de sua realidade e com temáticas por eles conhecidas e/ou atraentes. Além disso, visamos assegurar textos que possuíssem valor estético. Assim, elegemos para a contação e recepção, em sua etapa inicial, dois contos da obra Tchau (1984), de Lygia Bojunga Nunes: ―O bife e a pipoca‖ e o conto homônimo ao título. Objetivamos que esse trabalho inicial com contos situados em uma linha mais verista, pelos seus temas – relações familiares complexas, desigualdade na distribuição de renda, entre outros –, e próximos à realidade de nosso público-alvo, favorecesse o despertar do gosto pela leitura. Na segunda etapa, fizemos a recepção do romance Seis vezes Lucas (1995), de Lygia Bojunga Nunes. Justifica-se a escolha por esta obra, pois também trata de temas próximos à realidade dos alunos, possui discurso libertário e emancipatório, além de apresentar linguagem dotada de valor estético.
The current research reflects upon the importance of storytelling for the formation of readers of the Elementary School, cycle II. In order to do so, this text conceives storytelling as an important methodology for the development of verbal language, creativity, imaginary, sensitivity and communication.Ultimately, an assistant on the formation of the aesthetical reader. The research-action Elliot (2000) and McNiff (2002) was used as our methodolgy, the choice is justified by the practices and observations realized into classrooms. For the development of the activities, the Receptive Method was used, developed by Bordini and Aguiar (1993), based on theoretical assumptions from the Aesthetics of Reception of Jauss (1994) and from the Iser Effect (1996, 1999). This way, during the development of our storytelling job in the classroom, we looked for working with texts that awakened the ―ideological resonances‖ into our students, that is, texts that touched them because they are close to their reality and with themes known by them and/or attractive to them. Besides that, we aimed to assure texts that had some kind of aesthetical value. Thus, we elected for the storytelling and for the reception, in the initial phase, two short stories from the book Tchau (1984), by Lygia Bojunga Nunes: ―O bife e a pipoca‖ and also the short story homonym to the book title. The awakening of the taste for reading would be encouraged by the initial work with these tales, situated on a line close to the literary verismo, since its themes - complex family relationships, income distribution inequality, among others -, are close to the reality of our target public. In the second phase, we received the romance Seis vezes Lucas (1995), from Lygia Bojunga Nunes. The choice for this book is justified because it also deals with themes from the reality of our students, it has a libertarian and emancipatory discourse, besides showing language level full of aesthetical value.
The current research reflects upon the importance of storytelling for the formation of readers of the Elementary School, cycle II. In order to do so, this text conceives storytelling as an important methodology for the development of verbal language, creativity, imaginary, sensitivity and communication.Ultimately, an assistant on the formation of the aesthetical reader. The research-action Elliot (2000) and McNiff (2002) was used as our methodolgy, the choice is justified by the practices and observations realized into classrooms. For the development of the activities, the Receptive Method was used, developed by Bordini and Aguiar (1993), based on theoretical assumptions from the Aesthetics of Reception of Jauss (1994) and from the Iser Effect (1996, 1999). This way, during the development of our storytelling job in the classroom, we looked for working with texts that awakened the ―ideological resonances‖ into our students, that is, texts that touched them because they are close to their reality and with themes known by them and/or attractive to them. Besides that, we aimed to assure texts that had some kind of aesthetical value. Thus, we elected for the storytelling and for the reception, in the initial phase, two short stories from the book Tchau (1984), by Lygia Bojunga Nunes: ―O bife e a pipoca‖ and also the short story homonym to the book title. The awakening of the taste for reading would be encouraged by the initial work with these tales, situated on a line close to the literary verismo, since its themes - complex family relationships, income distribution inequality, among others -, are close to the reality of our target public. In the second phase, we received the romance Seis vezes Lucas (1995), from Lygia Bojunga Nunes. The choice for this book is justified because it also deals with themes from the reality of our students, it has a libertarian and emancipatory discourse, besides showing language level full of aesthetical value.
Descrição
Palavras-chave
literatura infantil e juvenil;, formação do leitor, conto;, Estética da Recepção, children's and youth literature;, formation of the reader;, tale;, Aesthetics of the Reception.