Letramento literário na educação básica: relações entre os perfis de Cinderela e Aurélia

Abstract

This work has the central objective of investigate how the literary literacy process took place in a 9th grade elementary school, in order to reflect on the methodologies necessary for the construction and solidification of reading skills and competences. We elect as reading objects the fairy-tale Cinderella or The Glass Shoe (2010/1697), by Charles Perrault, and the novel Senhora (2011/1874), by José de Alencar, in order to point out the relation between the female profiles as main character. The work is characterized as an action research, with bibliographic bias, due to the development of an intervention proposal based (initially) in the “expanded sequence” model, pointed out by Rildo Cosson (2016), which indicate a broad reading perspective and unrestricted to the usual school practices, which point to a perspective of wide and unrestricted reading of the usual school practices, in which they’re systematized the stages of motivation, introduction, reading, interpretation, contextualization and expansion of narratives. The intervention was carried out in one of the public schools in the city of Sumé - PB, in the 9th grade of elementary school, in a class with 25 students, ranging in age from 13 to 21 years. For the study, questionnaires were used a priori to analyze the main events and literacy practices in which students are inserted, based on the models presented by Rojo (2009). We also use, as theoretical contribution the studies of Soares (1999), Solé (1998), Martins (2006), among others, about reading and literacy; and also those of Todorov (2009), Bosi (2017), Candido (2011/2014), Ribeiro (2014), Carvalho (2009) and others, with more specific reflections around the reading of that kind of literary chosen as objects of research- action. The products of the interpretation of the narratives were reading dailies, discussions in the room, short story, photo novel and play, requested during the steps of the sequence. We understand that this research contributed to the improvement of the reading and writing practices of most students, writing them literarily. Equally and subsequent, it is expected that this study may serve as a methodological apparatus for other instructors who are determined to take on their role as educators and mediators of learning.