A literatura fantástica e a formação do leitor: uma proposta de letramento literário com os contos de beedle, o bardo no sexto ano do ensino fundamental

Abstract

Considering the reading difficulties that are present in a significant portion of students in the final years of Elementary School and, above all, the lack of exposure these students have to reading literary books, this dissertation's main objective is to promote the literary literacy of 6th-grade Elementary School students, using the expanded sequence proposed by Rildo Cosson (2022). The instrument used is "The Tales of Beedle the Bard," a book that belongs to the Harry Potter universe and contemporary fantasy literature. This research is based on the theoretical framework of Cosson (2022), which introduces the proposal of the expanded sequence for literary literacy and discusses literary reading in schools, alongside the approaches of Colomer (2007; 2017), Saraiva (2006), Dalvi (2013), Cademartori (2006), Coelho (2000), Gregorin Filho (2009, 2011), who discuss the formation of children's and youth literature; Todorov (2007), Roas (2014), and Gama-Khalil (2013), with contributions on fantasy literature; as well as Candido's (2002) studies on the importance of literature in the reader's sociocultural context. As part of the methodological process, this research is characterized as action research with a qualitative nature, resulting in the implementation of an intervention proposal aimed at promoting literary literacy and the formation of readers, using fantasy literature as the starting point. The data generation instruments are the materials produced by the students in the activities proposed in the expanded sequence, such as workshops and reading journals. This led to the literary reading practice by 6th-grade Elementary School students, culminating in the dramatization of one of the tales from the studied work and resulting in the creation of a didactic notebook to guide other teachers in applying this literary literacy proposal.