Prática de leitura a partir do gênero fábula: um outro modo de ser leitor nos anos iniciais

Abstract

This paper presents a theoretical, methodological and analytical approach on the use of the fable genre as a practice of reading in the classroom. It is based on the following questionproblem: how the reading of Fables, as established in the reality of the classroom, can constitute a condition for the development of the student, as a reader? This way, it aims to reflect on the general importance of encouraging reading in the early years of elementary school, based on theoretical conception of discourse analysis (AD French version), from the work performed with the fable genre. This paper presents a proposal for reading practice that enables the student to take ownership of knowledge and actions for its training as a reader, opposed to the traditional mode of teaching reading, evidenced in the class of students where the search occurred. This way, it has as specific objectives, among others, analizing the ways of producing meanings in reading, revealed by these students, taking into consideration the discursive place according to the social, cultural and ideological conditions wherein the reading happens and the writing is produced. Theoretically, the work is based on the ideas of scholars who deal with the relationship between reader, sense and reading from the perspective of Discourse Analysis, Pêcheux (2009), Orlandi (2012), Fernandes (2008), as well as on theoretical contributions about reading, made by Abramovich (1991), Freire (2011), Kleiman (2007), Koch and Elias (2008), Solé (1998), Zilberman (2003) and others that deal with the fable as important genre to be worked in the initial series as Fernandes (2011), Bussato (2012). The analysis presents in its corpus the production of sense of reading and the written production of a group of third grade elementary I, of a Municipal school, located in the southern area of Campina Grande, PB. This analysis is qualitative, as it investigates and analyzes data from a read proposal geared toward students. Thereby, it is characterized in the context of action research, by demonstrating a interventive character of didactic nature in the field of study. It presents as a result the finding that it is possible to develop a taste for reading in the classroom and, the practice of reading, so established, brings significant contributions to the formation of the student and to the teaching of reading in school with regards to the concept of reading as a reader's place and as production of senses, sociohistorically located.