A contribuição do gênero conto na proficiência leitora do 7º ano- em uma escola pública de Barra do Corda- MA

Abstract

This research aims to investigate how the short story genre contributes to the development of reading proficiency among 7th-grade students at the Professor Galeno Edgar Brandes Integrated Unit in Barra do Corda, Maranhão, Brazil, analyzing its influence on stimulating reading, comprehension, and textual interpretation. The research was conducted using a qualitative approach, configured as a case study, developed through pedagogical intervention, observation of classroom activities, and analysis of students' written productions. The analysis encompasses theoretical discussions on reading, reader development, pedagogical practices, and the role of the short story genre in the school context. The study analyzes how the use of short stories, associated with reading circles, favors student participation, especially in the face of difficulties such as disinterest, shyness, and lack of reading habits. The results demonstrate significant advances in student engagement, recognition of narrative elements, and written production, in addition to pointing to the importance of pedagogical strategies that promote interaction and dialogue in the classroom. Thus, the relevance of using the short story genre as an effective tool in teaching Portuguese stands out, contributing to the formation of critical and participatory readers