O miniconto no contexto de sala de aula na perspectiva da crítica literária contemporânea

Abstract

The Globalization and Digital Information and Communication Technologies (TDIC) have changed the ways of producing and receiving texts. In the age of instant communication, the many social attributions require that texts be increasingly accessible and brief. Thus, it is postulated that mini-stories - very concise narratives - make reading activity faster and more dynamic. The inclusion of the mini-story in the Portuguese Language curriculum component of the National Common Curricular Base (BNCC) has placed emphasis on this literary genre. Thus, the general objective of the present study is to analyze how reading and the production of mini-stories help in the literary literacy of students in a class of the 8th grade of elementary school, in a school in Teresina-PI. This research also has specific objectives: To demonstrate how literary criticism approaches the mini-story; Identify the role of student-reader / studentauthor in receiving and producing mini-stories; Describe how mini-stories stimulate reading and textual production; Implement studies on mini-counts by means of structural and reception studies; Develop an intervention proposal that helps literary literacy with the use of mini-stories. In addition, the following guiding questions arose: How does reading and the production of mini-stories help in literary literacy? How do mini-narratives arouse students' interest in literature? What is the importance of the reader when reading mini-stories? How is the ministory genre is emphasized in literary criticism? To answer these questions, it was assumed that reading and producing mini stories helps literary literacy, since it is a short genre that attracts the attention of the reader, as well as the reader fills the gaps in the mini-narratives, and also because it has gained space between literary criticism and the general public. The theoretical basis is based on Vieira (2015), Todorov (2009), Cosson (2012), Eagleton (2003; 2006), Jolles (1976), Franco Junior (2005), Moisés (2012), Spalding (2008) and Sim-Sim (2007), in the Aesthetics Theory of Reception and Effect, by Jauss and Iser, respectively, and in the Deconstruction, by Jacques Derrida. The methodology used in this study was qualitative and quantitative, together with bibliographic, exploratory and applied. Due to the recent inclusion in school curricula and textbooks of the mini-stories genre, this research aims to collaborate with teaching practice, assisting in the teaching-learning process of mini-narratives. For that, as a final product of this dissertation, a didactic guide for teachers was elaborated, which contains reading activities and production of mini-stories. Therefore, teachers can use the activities as support material in their classes, arousing students' interest in literary reading.