As obras de Monteiro Lobato como incentivo à leitura e interpretação de textos em sala de aula: uma pesquisa realizada com professores de língua portuguesa do ensino fundamental anos finais

Abstract

This research proposed a study on reading and text interpretation from the contributions of Monteiro Lobato's works in the classroom context. Thus, its general objective was to describe and discuss pedagogical aspects of Monteiro Lobato's literature for use in the classroom as a strategy to encourage reading and, consequently, the interpretation of texts. The research presents a descriptive and exploratory methodology of a qualitative nature, analyzing ideas and understandings of authors who dedicated themselves to reflect on the subject in question, and exploratory, by bringing the researcher closer to the object to be researched, using surveys that deepen the investigative look. To compose the structural body of the study and respond to the investigated object, the research involved an investigation with teachers from the 6th to the 9th year of elementary school in a certain municipal public school, located in the city of Zé Doca - MA. In view of the existing literary varieties in the children's universe, this inquiry sought to know from the surveyed teachers how they work with children's literature in Portuguese language classes supported by the ideals of Monteiro Lobato. The numerous range of works that this author produced, throughout his life, provides much more than the framework for this literary style, but also advances for schools to use as resources to encourage reading and interpretation. Knowing this, this investigation has a questionnaire applied to eight teachers of the above mentioned level of education, where they claim that in addition to using the classroom as an incentive to read, they explain the social and cultural contributions present in the works of this great Brazilian writer. After the qualitative questionnaire, we show conceptions of authors and literary critics to emphasize the central basis of all the affirmations, criticisms and declarations through the works presented here. As preliminary results, there is the conception that Lobato's works, when they assume a pedagogical and literary basis, have an extremely important role in the development of reading and critical, contextualized and meaningful interpretation, making use of the social function that reading has on citizen life and society