O desafio de ressignificar o trabalho com literatura na escola e promover a formação de comunidades leitoras

Abstract

This research is concentrated in the area of Languages and Letters of the Professional Master’s Program - PROFLETRAS of UFTM - Campus Uberaba, being in convergence with the literary literacy and its precepts, therefore it aims to contribute for the best performance of this cultural asset that is the literary reading and that many times, even at school, which is, par excellence, the space that must ensure that this distribution happens, encounters the most varied obstacles. The proposal entitled "The challenge of reframing the work with literature at school and promote the formation of reading communities", has as a general objective of analyzing the work with literary texts at the school where the research takes place, with a group of children from the 4th grade of Elementary School I. For this purpose, we prepared a questionnaire and applied it with some teachers responsible for the mediation work of the literary text and other servants who, in a more indirect way, also participate in this mediation assisting in the activities. With the students participating in this research, we applied a questionnaire in order to seek information about the presence of literary reading in their routines, as well as possible reading preferences, among other information. Both the questionnaire applied with the professionals and the one applied with the students constituted the phase of this research called Survey. The other phases entitled Reception, Motivation and Action continued through the performance of some activities with the students and the creation of a notebook with suggested activities related to the three children's literature books by writer Clarice Lispector that compose the corpus of this work: O mistério do coelho pensante, A vida íntima de Laura e A mulher que matou os peixes. Therefore, this research, besides its bibliographic nature, is ethnographic, based on the action-research methodology, which in turn took place through the data collection instruments mentioned above and whose results are found in chapters of this work, intended for the analysis of such results. Within the limits of this research, we can affirm that in each of the aforementioned phases, the activities carried out in them contributed to guide practices related to the reading of literary texts, considering the importance of the reader and his interaction in the act of reading, as well as the exercise of subjectivity and fabulation, essential to the literary literacy process, besides raising questions that allowed the analysis and direction of the teaching practice aiming at the formation of a community of readers, with access to activities that excel in the aesthetic experience of literary texts.