O conto fantástico na formação do leitor

Abstract

The main of this dissertation is to investigate the effectiveness of fantastic stories in the formation of readers. Knowing how much reading needs to be encouraged in the school environment - due to the many students who reach the seventh year of elementary school with no motivation and a derogatory concept of reading - we tried to develop a work aimed at changing this reality. It was taken as a starting point the demonstration of curiosity to know and to study narratives of adventure and terror. The didactic sequence was developed as an intervention plan with stories that involve the fantasy genre. The fantastic story is known to the students and can awaken the will to read and interact with this kind of narrative? It is crucial to commit to a reading education that prioritizes the student's course to construct and reconstruct the meaning of the text, as well as the expansion of its textual, linguistic and aesthetic repertoire. This commitment allows us to see, from the teacher's point of view, the stages in which adolescents find themselves and how far they can reach, that is, it is suggested that they start from the reader's previous knowledge and then lead them to pleasure and enjoyment before the artifices of literature (SOUZA; FEBA, 2011). The relevance of the research is the importance of forming readers and the perspective of thinking of the fantastic story as a trigger and facilitator, since it can show efficiency in the sense that the adolescent is attracted, mainly, because of the characteristics that Roas (2014) attributes to the fantastic: the confrontation of the supernatural and the real within an orderly and stable world as it claims to be ours, the uncertainty in the perception of reality and of the self. The methodology adopted is action research. It is hoped that the study of the fantastic tale will bring about a consistent awakening not only of systematic reading but also of the discovery of how important literary literacy (COSSON, 2017) is for insights into life and trajectory of the students participating in the research. From the above, it is justified the research with the fantastic story in the classroom for believing that, because it is a short and instigating narrative of the imaginary, it helps to form readers better prepared to read other textual and/or literary genres.