A contemporaneidade e a leitura dos textos literários no Ensino Fundamental II

Abstract

Aligned with a new reality, in which the digital world, more than ever, has become the main tool of social interaction, it is essential to recognize that literary literacy practices need to be rethought so that they can better dialogue with generations digital natives. Although the most recent research signals an increased interest in reading, in a preliminary analysis, we realize that students, when selecting freely, opt for shallow texts, bestsellers with ready-made formulas, quick and easy in which the formulation of hypotheses is not necessary. Thus, it is increasingly necessary to develop strategies to provoke the reader through the notion of strangeness, taking him out of the mental lethargy in which he finds himself, through the enriched vision of reality provided by this incredible universe. In view of this scenario, the proposal of our study is, through action research, analyzed from a qualitative bias, to present an intervention project developed in order to follow the process of literary literacy in classes of the final years of elementary school of a public school of Uberaba-MG, better understanding the relationship/process of students with reading today, aiming at the development/improvement of some basic skills, recognized as valuable instruments in the acquisition of knowledge. It is expected to arouse interest in classical literary reading by relating literary texts and contemporary cultural entertainment products, such as films, games, and social networks, thus seeking the integration of technology and the process of literary literacy to expand the student's cultural repertoire. Our study is based on the theories of aesthetic effect and reception proposed by Iser and Jauss, as well as on the official documents (National Curriculum Base - BNCC), which guide Basic Education in our country. In addition, we seek support from several researchers about the literary theory applied to reception, such as Chartier, Calvino, Cosson, Zilberman, Lajolo, Resina, Reimão, Zappone, among others, no less important. We hope that the path trodden will be an inspiration for the improvement of our pedagogical practices with a view to expanding the reading skills of our students, providing the formation of a reading community capable of delight in all the pain and joy that only literature can provide.