Toadas de bumba-meu-boi, saber discursivo e compreensão leitora: a construção de sentidos em aulas de leitura do 9º ano do ensino fundamental

Abstract

This study is based on the following problem: how can popular culture, discursively staged through the textual genre toada de boi, be analyzed in Portuguese classes in the 9th grade of Elementary School with a view to developing students' reading comprehension? We start from the premise that teaching Portuguese, specifically with regard to developing reading practices, can be much more meaningful when we provide students with the opportunity to come into contact with texts from local popular culture, and that these texts can create adequate conditions for improving their communicative expression in different social contexts. It is with this view that we raise the hypothesis that reading texts corresponding to the textual genre toada de bumba-meu-boi produced by a local artist can contribute significantly not only to the resignification and valorization of local popular culture, but also to the development of reading comprehension among students, including those involved in the research, and to their identity formation, since such texts tell of the life and history of their people. To test this hypothesis, the research was conducted in a public school in São Bernardo-MA, involving a 9th grade class of Elementary School and with the general objective of discursively analyzing the textual genre of oral tradition toada de boi as an expression of the culture of a people, aiming at the development of reading comprehension of these students. In this perspective, we bring a theoretical framework that encompasses conceptions of reading and its processes and that considers toadas as a creation that is carried out discursively. To this end, we included valuable contributions from theorists, with emphasis on Solé (1998), Kleiman (1989, 2002, 2008) and Koch (2008), regarding reading and its surroundings, Chartier (1995) and Hall (2005, 2016), to contemplate the formation of readers based on work with textual genres of popular culture, in addition to Dolz, Noverraz and Shneuwly (2004) to provide a basis for discussions on didactic sequences, and Maingueneau (1993, 1998, 2001, 2008, 2008a, 2010, 2013, 2015), on whom we relied to work with concepts of Discourse Analysis, especially on enunciative scenes, ethos and reading. The results of the research revealed that the development of students' reading comprehension is facilitated when texts from popular culture are incorporated into the school environment and worked from a perspective that advances from the textual surface and enters the deepest data, the traces of the discourse and what they reveal to us, the discursive staging, which makes the deep meanings and their effects emerge.