O imaginário por trás dos contos: perspectivas e leituras com alunos do oitavo e do nono do ensino fundamental

Abstract

In this research, we engage practical actions with literary reading, that is, one that requires greater commitment and sensitivity from the reader to the work. To carry out this work, we first read the questionnaires mapping survey with our students so that we could better know our target audience and we could better think about the problem of reading with young people in the second stage of elementary school. The discussion was possible after a bibliographic research to support the knowledge that would be applied in the classroom. For this we use as a reference: Wolfgang Iser (1996), Regina Zilberman (2003), Mirian Hisae Yaegashi Zappone (2008), Magda Soares (2014), Michèle Petit (2009), Angela Kleiman (2005), among others, that guide us in issues such as literary reading, reception of the literary work, subjectivity of the reader and literary literacy. After bibliographic research, we decided to promote workshops with a focus on literary literacy at a state school in Uberaba-MG, through an intervention carried out with eighth and ninth grades students, working with reading fairy tales and wonderful tales and some different versions of them, analyzes and recreational activities that favor contact with Literature, so that young people develop a taste for reading. The experience also demonstrated a broadening of its purposes through the active participation of young people and the importance of recovering their own life experiences during reading. The enchantment with literature could be verified through the analysis of the works made by the students, demonstrating a critical reflection and evidencing the growing interest in reading and the possibility of writing new stories. With the research, we saw the importance of students being awakened to the universe of reading, and mainly, that they continue to make conscious use of this practice in their day-to-day reflections.