Fábula na sala de aula: estratégias para a compreensão leitora

Abstract

This work aims to apply reading and comprehension strategies from the perspective of Solé (1998) in the genre fable in a class of 6º. Year of Primary Education formed by twenty-eight students of a public school in the city of Alagoa Nova, Paraíba. Based on a diagnosis made with the group mentioned above, we verified the difficulties in reading the genre fable, which justified the execution of a proposal of pedagogical intervention in order to overcome these deficiencies. The theoretical assumptions of Bakhtin (1997) and Marcuschi (2010) about genres, the approaches of Solé (1998) and Kleiman (2007) regarding the study of reading strategies, reading studies from Koch and Elias (2013), among others, and the guidelines of the PCN (2001) support this research. In relation to the methodological devices used in the analysis of the research data, we performed a comparative analysis between the activities of the initial reading and the final reading. Confirming our hypothesis, the results show that working with reading strategies to understand texts from the fable genre is an excellent opportunity that contributes to the formation of autonomous readers.