A leitura literária nas aulas de língua portuguesa do ensino fundamental II

Abstract

This paper proposes a study on literary reading in elementary school II, exploring the challenges and strategies for teaching and learning in schools to develop critical readers. The motivation for choosing the theme of this research was based on the many problems related to working with literary texts in Portuguese language classes, which were observed in the experience of supervised internships and in dialogue with Portuguese language teachers. Thus, we ask ourselves: How can the work of reading literary texts in classes in the final years of elementary school contribute to the development of the habit of reading? Thus, the main objective of this paper is to reflect on how the work of reading literary texts in classes in the final years of elementary school can contribute to the development of the habit of reading. In order to better understand the theme, we outline the specific objectives, which are: to discuss the process of reader development in elementary school II; to understand the reason for the distance from literary reading among students at this school stage; and to point out, based on authors, the methods that teachers can use to motivate students to read literary texts in order to successfully develop readers. The methodology adopted was qualitative, bibliographic research based on theorists of reading and literature such as: Lajolo (1993), Zilberman (2010), Silva (2002), Cosson (2014) among other authors. The work is structured in four chapters that discuss the formation of readers in elementary school, the causes of students' distance from reading literary texts and the importance of creating a pleasurable reading environment, the analysis where methodologies for teaching literary reading in schools will be discussed. And, finally, the final considerations, which present an overview of the reflections and conclusions obtained throughout the research. The study concludes that teaching literary reading requires a multiplicity of approaches, which integrate reflective, creative and interactive practices.