O gênero parábola na formação leitora crítica: um estudo sobre as cenas da enunciação e o interdiscurso para alunos da V etapa da Educação de Jovens e Adultos – EJA

Abstract

With the purpose of effecting a teaching of proficient reading and writing, this work has as its general objective to investigate how the parable genre can be used in the formation of critical readers, analyzing the scenes of enunciation and interdiscourse, in order to develop critical and conscious reading skills in students of Youth and Adult Education – EJA. For a long time, the parable remained a genre restricted to the religious sphere, with specific characteristics that were developed and that transformed the parabolic narratives into a genre of the literary sphere. Today, the parable is present in various discursive practices and, thus, through the study of its characteristics as a discursive genre – thematic content, dramaticity and style –, we seek to establish the regularities and instabilities of the genre, anchored in the studies of Sant'Anna (1998; 2010) and Maingueneau (2015) and in the analysis of various concrete statements belonging to the genre. As a theoretical contribution to the study of language, the research is based on the dialogical conception proposed by Bakhtin (2003), Elias and Koch (2013), Kleiman (2012), these theorists assume the interactional character as a reality of language, considering discourse as a social practice that is materialized through discursive genres. For the process of didactic of the parable genre, this work appropriates the didactic model of the Didactic Sequences proposed by Dolz, Noverraz and Schnewly (2010). After the development of the didactic referral proposal, in which we developed activities of reading, writing, linguistic analysis and dramatization, the implementation was carried out in a class of V Stage of Youth and Adult Education - EJA, as data collection instruments were used field diaries, questionnaire, textual production and recording of dramatizations, during the implementation, for further analysis. In this sense, the study in question is instituted from the analysis of the collected data, observing that the interactive relationships triggered in the school environment through the didactic proposal starting from an unprecedented genre in the classroom such as the parable, can lead to a fruitful and contextualized mother tongue teaching, as can be observed from the results achieved. It is expected that this work will contribute to the understanding that it is necessary to stimulate, in students, the taste for reading and proficiency in writing texts, including the parabolic. The textual genre parable stood out for being little disseminated in the school environment and for its moral and pedagogical character. At the end of the work, it is clear that even in the face of some imponderables that arose during the implementation of the research, the results obtained were positive.