A produção do diário de leituras nos anos finais do ensino fundamental a partir de gêneros textuais/literários étnico raciais

Abstract

This study goes beyond understanding the importance and proposition of studies and research aimed at expanding students' reading skills, considering it as a formative tool. Reading should be seen not only as a cognitive phenomenon but also as a social practice, a space for encounters and dialogues. Its role in the educational process goes beyond deciphering or decoding writing, as it involves attributing meaning to what has been read, allowing the reader to recognize themselves and integrate into society through this close relationship with language. Based on this premise, the research sought to answer the question: how to understand and promote the reading development of 9th-grade elementary school students using a reading journal through the study of ethnic-racial textual/literary genres? The study "The production of a reading journal in the final years of elementary school from ethnic-racial textual/literary genres" consists of a didactic-pedagogical intervention proposal. Its general objective was to understand how the approach to textual/literary genres in teaching reading can drive and promote the learning of students in the final years of elementary school. This research was conducted in a public school in the municipal education network of Santa Cruz do Capibaribe, a municipality in the state of Pernambuco. Methodologically, a qualitative approach was adopted, combining action research with pedagogical intervention research, aiming to produce educational knowledge about the object in question (Damiani, 2013). For data analysis, we used a combination of thematic analysis (Minayo, 2004) and conversation analysis (Marcuschi, 2000). The theoretical framework that underpins the discussions includes authors such as Bakhtin (2011), Koch (2022), Machado (2005), Marcuschi (2008), Vygotsky (2007), and others. The observed advances are significant, reflecting a greater appreciation for ethnic-racial textual/literary genres. However, the limitation of text length and the difficulty in discussing the proposal in the students' reading journals deserve attention and reflection. Finally, through the obtained results, we believe that this research promoted student engagement with reading as a process of interaction and experience, fostering literacy aimed at citizenship, inclusion, critical thinking, and comprehensive reading development.