Letramento literário em uma sala inclusiva: uma proposta de trabalho com o gênero conto
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Data
2021-05-07
Autores
Fabris, Gabriela Miranda Lima
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A inclusão escolar de pessoas com deficiência vem acontecendo ao longo das últimas décadas no Brasil. Por isso, as escolas regulares têm recebido alunos com diversas deficiências e precisam adequar-se e engajar-se na construção de uma educação realmente inclusiva. Trazemos, neste trabalho, a inquietação sobre os caminhos da leitura literária no Ensino Fundamental II, sobre o letramento literário do aluno cego e a importância do braille nesse processo, buscando desencadear reflexões que nos guiem a um processo de inclusão que se faça de forma digna, atendendo a demanda legal, social e humana que a questão envolve. Tendo em vista tal demanda, o presente trabalho tem como objetivo a promoção do letramento literário em uma sala de aula regular de nono ano em uma escola municipalizada, em Lucélia-SP, da qual faz parte um aluno cego. Para tanto, elaborou-se uma sequência expandida (COSSON, 2018) com enfoque nos pressupostos da Leitura Subjetiva (ROUXEL; LANGLADE; REZENDE, 2013) e utilização de Diários do Leitor. A sequência expandida é composta por sete etapas que conduzem a leitura de uma obra literária: motivação, introdução, leitura, primeira interpretação, contextualização, segunda interpretação e expansão (COSSON, 2018), e foi proposta para a leitura do conto “Um cinturão” (1947), de Graciliano Ramos. Dentre o referencial teórico no qual este trabalho se embasou destacam-se Soares (2001, 2004) e Rojo (2017), nas questões sobre letramento, e, também, Zilberman (2008), Cosson (2018, 2019), Candido (2017) e Rouxel, Langlade e Rezende (2013), no que diz respeito à formação do leitor literário e à importância da literatura na escola. A pesquisa que deu origem a esta dissertação é qualitativa de natureza aplicada, sendo definida como pesquisa-ação quanto aos procedimentos (GIL, 2008; THIOLLENT, 1986). Os resultados desta pesquisa mostram que o uso do braille precisa ser incentivado na sala de aula regular, transformando-se em rotina de forma a combater o processo de desbrailização (GEHM; SILVA, 2017) que se encontra em curso na sociedade, sendo a literatura um caminho eficaz para tal inclusão, beneficiando todos os alunos para além dos aspectos relacionados à melhora da escrita e leitura, em razão de seu potencial humanizador.
The inclusion of children with disabilities has been happening over the last decades in Brazil. For that reason regular schools have received students with diverse disabilities and need to adapt and engage in the construction of a truly inclusive education. We bring in this work the concern about the paths of literary reading in the middle school, about the literary literacy of the blind student and the importance of braille in this process, seeking to initiate reflections that guide us to a process of inclusion that happens in a dignified way, meeting the legal, social and human demand that the issue involves. Bearing in mind this specific demand, the present work aims at the promotion of the literary literacy in a regular ninth-grade classroom in a municipal school, in Lucélia-SP, which includes a blind student. For this purpose, an expanded sequence (COSSON, 2018) has been prepared focusing on the assumptions of Subjective Reading (ROUXEL; LANGLADE; REZENDE, 2013) and use of Reader's Diaries, The expanded sequence consists of seven stages that conduct the reading of a literary work: motivation, introduction, reading, first interpretation, contextualization, second interpretation and expansion, and it was proposed on the reading of the short story “Um cinturão” (1947), by Graciliano Ramos. Among the theoretical benchmark on which this work was based, the following stand out: Soares (2001, 2004) and Rojo (2017), on literacy issues, and also Zilberman (2008), Cosson (2018, 2019), Candido (2017) e Rouxel, Langlade e Rezende (2013), in regarding to the formation of the literary reader and the importance of literature in school. The research that gave rise to this dissertation is qualitative of applied nature, being defined as an action research regarding the procedures (GIL, 2008; THIOLLENT, 1986). The results of this research show that the use of braille needs to be encouraged in the regular classroom, becoming a routine in order to combat the process of “desbraillization” (GEHM; SILVA, 2017) that is underway in society, with literature being an effective path to such inclusion, benefiting all students beyond aspects related to improving writing and reading, due to its humanizing potential.
The inclusion of children with disabilities has been happening over the last decades in Brazil. For that reason regular schools have received students with diverse disabilities and need to adapt and engage in the construction of a truly inclusive education. We bring in this work the concern about the paths of literary reading in the middle school, about the literary literacy of the blind student and the importance of braille in this process, seeking to initiate reflections that guide us to a process of inclusion that happens in a dignified way, meeting the legal, social and human demand that the issue involves. Bearing in mind this specific demand, the present work aims at the promotion of the literary literacy in a regular ninth-grade classroom in a municipal school, in Lucélia-SP, which includes a blind student. For this purpose, an expanded sequence (COSSON, 2018) has been prepared focusing on the assumptions of Subjective Reading (ROUXEL; LANGLADE; REZENDE, 2013) and use of Reader's Diaries, The expanded sequence consists of seven stages that conduct the reading of a literary work: motivation, introduction, reading, first interpretation, contextualization, second interpretation and expansion, and it was proposed on the reading of the short story “Um cinturão” (1947), by Graciliano Ramos. Among the theoretical benchmark on which this work was based, the following stand out: Soares (2001, 2004) and Rojo (2017), on literacy issues, and also Zilberman (2008), Cosson (2018, 2019), Candido (2017) e Rouxel, Langlade e Rezende (2013), in regarding to the formation of the literary reader and the importance of literature in school. The research that gave rise to this dissertation is qualitative of applied nature, being defined as an action research regarding the procedures (GIL, 2008; THIOLLENT, 1986). The results of this research show that the use of braille needs to be encouraged in the regular classroom, becoming a routine in order to combat the process of “desbraillization” (GEHM; SILVA, 2017) that is underway in society, with literature being an effective path to such inclusion, benefiting all students beyond aspects related to improving writing and reading, due to its humanizing potential.
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Letramento, Leitura - Estudo e ensino, Conto, Braille (Sistema de escrita), Educação inclusiva