Ensino de literatura por meio dos círculos de leitura: experiências em pesquisa e extensão

Abstract

This research presents results from the scientific initiation project, THE CHRONICLE GENRE: strategies for teaching literature developed in the years 2022-2023, which aimed to reflect on literature teaching in High School through the development of didactic strategies from the perspective of literary literacy focusing on the literary chronicle genre. It also encompasses the extension project TEXTS and IMAGES: The construction of social protagonism through reading circles and literary literacy developed in the years 2022-2023, aiming to encourage reading and literary literacy through the study of the chronicle and based on reading circles. In addition to containing the results of these two projects, this final paper thesis elaborates a didactic proposal of strategies for studying the chronicle genre with High School students from public schools based on the methodology proposed in the work Reading Circles and Literacy by Rildo Cosson (2014). From this, the reading encouragement process involves three moments: the first called pre-textual, where the motivation for reading the text is carried out through images, videos, or films that present some ideas present in the text. This moment aims to arouse the student's curiosity. The second moment, called textual moment, is the stage of reading the chronicle, which can be done individually and silently or shared by the students. The post-textual stage is the discussion of the theme and the exchange of experiences among the students. At the end, the reading is recorded with the assistance of digital technologies (ICTs) which can be written or audiovisual, such as Podcast, drawing, video, mind map, Quiz, question and answer game, among other ways to demonstrate the understanding and interpretation of the text about the actions of the characters, their expectations, and their questioning. Thus, the aim throughout the research conducted was to develop the student's social protagonism through debates and activities proposed from the reading of the chronicle genre. Therefore, this monograph is guided by two currents of literary criticism: Narratology, guides the first part of the narrative investigation, in order to stimulate the understanding of the text's form, the elements of narrative, the narrator's discourse, the composition of the character, space, and time, language. And the second, Reception Aesthetics which values the work with the construction of the meaning of the text from the sharing of reading and life experiences of the students, seeking an adequacy to the students' reality. Thus, a proposal of four didactic strategies aimed at teaching literature, chronicle genre, was elaborated and applied in a