Reflexões sobre o ensino da literatura e a prática da leitura

Abstract

This Master dissertation was prepared, specially, by a mediation (Project) that had as its aims the investigative interaction of students with the objective of showing how positive interventions can operate from instruments that enable the valorization of reading and from objects that enable the cognoscente development propitious for the comprehension and textual interpretation practices that promulgate the interaction among interlocutors, besides the intention of providing to students the reading autonomy through practices that make possible to emphasize the actions of interpreting and of interacting with their own cognitive process through the comprehension of the human essence. The Universe of Control of this research was the base for the intervention proposal inside the classroom, making dynamic several periods of book reading followed by debates and actions that enabled the sense construction and the interpretative signification of the interactive relation among reader, book and school. In order to consolidate this dissertation, the paper was predicated on interaction perspectives among social subjects and agents responsible for São Paulo Education. Moreover, several studies contributed to this dissertation, the studies of Ana Maria Haddad Baptista, Angela Kleiman, Adolfo Sánchez Vasquez, Emília Ferreiro, José Morais, Márcia Abreu, Michèle Petit, Monique Segré, Chantal H. Lafarge, Paulo Freire, Roxane Helena R. Rojo, Silvia G. Colello, Stella Maris Bortoni Ricardo, Tzevtan Todorov among others, about the necessity of production that supports reading as a social practice of relational and interactive nature. The research methodology had a qualitative approach, with bibliographic implications and descriptive and exploratory and consisted of didactic activities with teachers and students of the second year of High School. In the first chapter, we tried to outline the Theoretical Ground, through the study of several views and conceptions of renowned authors that supported my interpretation of the actions proposed in the Interventional Project accomplished according to senses of reading, objective and subjective practice that involve reading and the necessity of the teacher in the formation of the student-reader. In the second chapter, the issue of learning and the achievement and advancement of the reading proficiency that are conducted in the classroom, as well as the pedagogical possibilities that stimulated the reading habit through the intervention action conducted in a State School with the contribution of students from the second year of the High School, in the city of São Paulo, were presented. In the third chapter, we presented analysis of the methodological aspects of the reading praxis, associating information of behavioral and conceptual actions that promulgated the reflections proposed to the subjects involved in this intervention. Data analyses were based on theoretical conceptions that demonstrated reading and the possibilities of interaction in the classroom. Regardless a limited time, this Project enabled students to participate autonomously, showing the recognition of reading importance as a significant process for their own and interactional relationship before society. Moreover, it was possible to propose to educational agents reflections on the reading praxis importance and on the reader education.