A formação do leitor crítico no Ensino Fundamental II: uma intervenção pedagógica com a obra O Pequeno Príncipe

Abstract

This study investigates how literary reading can contribute to the formation of critical readers in the final years of Elementary School, based on a pedagogical intervention carried out with the work The Little Prince, by Antoine de Saint-Exupéry, in a public school. The research is grounded on the observation that many students face reading difficulties, low motivation, and limited comprehension of literary texts. The study is characterized as a qualitative research of the pedagogical intervention type, developed with a 9th-grade class, involving classroom observation, application of a diagnostic questionnaire, shared reading of selected chapters of the work, and the production of reflective texts in the letter genre. Data analysis revealed that, despite initial weaknesses related to reading habits, students showed progress in participation, symbolic interpretation of the literary text, and the expression of critical and personal reflections. It is concluded that literature, when mediated in a dialogical and meaningful way, constitutes a fundamental instrument for the development of reading competence and for the human formation of students.