Encontro com a leitura literária - O texto dramático e a formação de leitores no ensino fundamental

Abstract

In view of the need to find viable alternatives for teaching and learning the reading and writing of the literary text, in order to train critical readers in elementary education II, this study aims to: (a) discuss the importance of dramatic text in the formation of "Literary readers" at school and (b) propose didactic alternatives that stimulate the productive use of these genres in Portuguese Language classes. In order to base the research, the theoretical reference used brought the contributions of Roubine (2003), Stalloni (2001), D'Onofrio (2001), Magaldi (1998), Piqué (1997), Cabral (1995), Brandão (1990) and Aristotle (1975) on discussions about the dramatic text. For the discussions about the reading and writing of the literary text - interpretation, comprehension and production - the contributions of Cosson (2014), Solé (1998), and Marcuschi (2008) among others. The research was anchored in a qualitative, documentary and action-research perspective. This work resulted in the perception that the dramatic text appears superficially in the Portuguese Language Didactic Book (LDLP), that the reading and the production of the dramatic text in the elementary school brings the students closer to literature, perceiving it as a possibility to reflect on of our reality using theatrical language as a discursive modality.