A magia da palavra: o texto teatral para a formação de leitores

Abstract

This research aims to analyse the theatrical text contributions in the reader’s formation in the perspective of literary literacy in an 8th grade class from a public school in Campina Grande-PB. With the support of the work “Novas Aventuras de João Grilo”, by Lurdes Ramalho, it intend to propose pedagogical actions focused on the development of students' reading skills, through a millenarian art capable of feeding the human intellect and encouraging an amplification of the world vision around us. It is understood that literature as the word art has the communicative potential of the language, in its written and oralized form, and represents a significant resource that transforms reading into reflexive, spontaneous and pleasurable action. Among the theoretical reference that supported the discussions, stand out Solé (1998) who deals with the sense and interest in reading, Candido (1995; 2002) that defends the right to literature as a universal good, Cosson (2014), Cosson e Souza (2011), who point out the importance of literary literacy in its social uses, as an instrument of insertion of the individual in the writing world as a collaborative factor in the understanding of the world and the school need for the practice of reading literary texts. Lajolo (1994), Maria (2002), Bamberger (1986) that show the relationship between reading and pleasure; Berthold (2001), Moises (2005), PCNs (1998) about the the origin, structure and pedagogical function of the theater. The methodology is guided by the Basic Sequence of Cosson (2014. We added to the Cosson proposal, theater workshops for the purpose of textual production and theatrical performance by the students. The collected data demonstrate that the theatrical text presents a relevant collaboration for the formation of the individuals, because through its playful potential, it favors the development of the learning in order to expand the world conception, the criticality, the creativity, the fruition of the literature, social relations and the socialization of knowledge.