Leitura do livro de literatura: examinando o letramento literário no espaço da sala de aula

Abstract

The theme of this dissertation is the literary text reading practices, more specifically, the practices that favor the development of subjectivity of students and contribute to the literary literacy. Considering that working with the literary text in Portuguese language classes is fundamental to ensure the formation and the development of proficient readers and writers currently reading practices in this perspective have been the subject of several discussions in the Portuguese language teaching context. In this sense, this study aims to investigate the understanding of literary text for students of the 6th grade of elementary school, more specifically, elaborate a reading practice that favors the development of subjectivity and the literary literacy. In the methodological approach was developed a descriptive research of qualitative nature, with the field study procedure. Data collection was carried out from conducting the probe into the contact of students with the book object outside the school environment; from observation of activities texts and literary reading proposed by the Portuguese language book adopted for the 6th year of a public school in Teresina-PI and implementing a diagnostic activity, which allowed the observation of student performance when making the comprehension activities, construction and literary text language, investigating if what proposing the textbook adopted by the school, meets the reading needs of students in this school grade, aiming to the development of subjectivity and literary literacy. From the data that was collected was drawn up a reading proposal from the book of children's literature and targeted students in the level of education in focus. The study was based on Cosson (2014, 2010), Bortoni-Ricardo (2013) Graça Paulino (2010), Girotto and Souza (2010), Hansen (2005), Candido (2004), Lerner (2002), Soares (1998), Terzi (1995), among others. The results show that despite inside of the literary text in the textbook of Portuguese, this presence needs to be expanded with other texts, with suggestions for activities, and especially inserting the reading of literature book in daily classes, aimed at literary literacy. Which justifies the presentation of reading practice proposed in the culmination of this wor