Gênero fábula no processo de ensino da leitura e da escrita no 8º Ano do Ensino Fundamental

Abstract

It is through language that human beings become social subjects. Therefore, language teaching is an essential instrument for building the interaction process and directly influences social relationships between subjects. Therefore, we dedicate ourselves to teaching language, especially the challenge of teaching reading and writing. In this sense, this research, which was developed within the scope of PROFLETRAS, (Professional Master's Degree in Literature) Campus III, UEPB, adds efforts to face this challenge. Its objective is to teach reading and writing of the fable genre, contributing to the development of students' critical sense, their reading and writing skills and abilities, as well as their knowledge of the genre and its functionality. It follows the interactional paradigm of language and is guided by studies by Bakhtin (2011) on discursive genres; Marcuschi (2008) regarding the functionality of the genre; Solé (1998) regarding textual comprehension strategies; Kleiman (2000) regarding the reader's types of textual knowledge; Soares (2002) on reading and writing as a form of social interaction; Koch and Elias (2009) referring to the interactional nature of reading and writing; Perfeito (2006) about the first fables; Mesquita (2002) concerning the imaginary in children's literature; Coelho (1991) who conceptualizes the fable as a symbolic narrative; Fernandes (2001) discussing brief fictional narration; Portella (1983) about allegory and fiction in dialogue; Dezotti (2003) on Phaedrus; Dolz and Schneuwly (2004) regarding narrative genres. It is an action and applied research, with a bibliographical bias, with a proposal for intervention and qualitative data analysis, whose methodology includes a Didactic Sequence (SD) inspired by Dolz, Noverraz and Schneuwly (2004), with adaptations to Costa Hübes' proposals ( 2008). It involves students in the 8th year of the final years of a public and municipal school in the city of Duas Estradas–PB, located in the rural area of the municipality. SD begins with the presentation of the situation of communication and recognition of the genre, followed by the initial production and activity modules through reading and writing workshops structured based on the difficulties encountered in the initial production. The final production intended for the elaboration of authorial fables produced by the students ended the SD. It ended with the socialization of production work through the circulation of the genre throughout the school community, highlighting the protagonism of students. The research results pointed to the advances that the subjects achieved as participants and builders of knowledge about the fable genre, especially regarding the recognition of the genre's functioning as a representation of human and social issues that appear organized through the speeches of animal characters, so that the reader recognizes the conflict established as well as the strategies used to resolve it and elaborate the moral of the story. They satisfactorily developed their reading and authorial writing skills, being protagonists of their learning through the study of the fable genre.

Keywords: Reading and Writing. Textual Genre. Fable