O ensino de literatura e o letramento literário em uma escola pública de Uberaba

Abstract

The present research had as main objective to investigate the approach of the literature in a public school of the city of Uberaba - MG, aiming to rescue the importance of the literary text in the school environment, in order to promote the work with literary literacy. To support the research, the authoress used Candido‘s contents, as well as, the scholars Colomer, Cosson, Riter, Soares, Zilberman, among others of literature teaching. As foundations of research, she studied the main concepts related to the teaching of the literary text, which are essential for the conduct of the development of this work in question. Initially, the survey results of Retratos da leitura no Brasil 3 were analyzed, relating to the actual situation of the literary text reading in the country. Then, the studious researched the concepts of ―literature schooling‖, ―formation of literary readers‖, ―literary literacy‖ and ―sequences proposed by Cosson‖. It was also examined the most adopted Portuguese textbook in the 6th year of Uberaba‘s public network, Português: linguagens, 6º ano: língua portuguesa, to obtain data that illustrate how the material approaches and develops the work with the literary text and if it presents a contribution to the formation of literary readers. Deficiencies in the treatment of the literary text were detected, such as the scarcity of literary texts in some chapters and the presence of fragmented texts, often used only as a pretext for linguistic analysis activity. As a field research, the researcher applied a first questionnaire to students of a group of the 6th year of the selected public school, with the purpose of probing their relationship with the literary text, in addition to their reading habits. After tracing the class profile of readers, in order to face the difficulties and deficiencies found in the work with the literature, a didactic sequence was elaborated, as a proposal of intervention, centered in that basic sequence created by Cosson, in four steps – ―motivation‖, ―introduction‖, ―reading‖ and ―interpretation‖ – using the narrative genre ―wonderful tale‖. In order to evaluate whether the intervention promoted improvements in literature teaching in the chosen class, the researcher made a second questionnaire consisting of two parts: in the first, the students were able to present their opinions and offer suggestions for new activities; already in the second, they were evaluated as to their learning in relation to the elements of the story. It may be noted that the intimate relationship with the literary text in the elaborated and applied didactic sequence gave the students greater involvement and gain in learning results than what was possible to notice before the intervention was carried out.