Literatura infantil e juvenil : uma mediação de leitura do conto no 8º ano de ensino fundamental

Abstract

This work aim to investigate the contribution of children’s literature tales reading to the critical training of a 8th grade reader at a conceptualized municipal school of Teresina-PI. For such, it took into account the guide questions following: Which the contribution of children’s literature tales reading to the critical training of the reader? How prompt the student to read tales, perceive them and athwart that make a comment through the writing? Whither comprehend the intertextuality between the children’s literature tales and their multiple versions can contribute to the critical training of the readers? It was assumed that the difficulty at manifest is related to the little access to the children’s literature reading, in evidence, the tales. Ergo, since reading and analysis of intertextuality between they and their versions undertake to develop at the student, besides the taste for reading and critical perception, the performance at the oral and writing expression. Thereby, the object of this research it’s the reading of children’s literature tales: Puss in boots, Charles Perrault version and the retelling Puss Without boots, Lia Neiva; besides the movie Puss in boots, in order to contribute for the critical training of the reader. Through workshops prepared for the students was accomplished activities of reading and writing, that constitute the corpus of this work and served to development of compression and critical perception analysis. To attainment of this study, it was based at the assumptions of Solé (1998); Lajolo (2000); Zilberman (2001); Cosson (2012); Coelho (2000); Jouve (2012); Aguiar; Martha (2012); among others. The metodology is qualitative-descriptive nature, allying to bibliographic research. This paper claim to collaborate to the investigation os new methods of teaching-apprenticeship of tale at classroom. As consequence, a challenge was glimpsed, namely, the literary literacy held by the reading and writing from the interposition workshops between the tale and retelling that have quite a lot to contribute to the critical, intellectual, and social training of the reader.