Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos

Abstract

The study investigates the argument written by apprentices from the 5th year of elementary school and through the processes of reading and retelling fables, as well as the written production of comments. We understand that literary reading mobilizes the argument and that the fables are presented as a privileged genre, considering its compositional structure and communicative function. We defend the thesis that the reading of the fables, being a text with lessons of moral and social, raises in the subjects reflections on the reality, leading them to express their opinions based on different types of arguments. The study is qualitative, on the practice of intervention procedures, in a public school in the city of Goianinha - RN, in a class from the 5th year of primary education, 22 students, aged between 9 and 15 years old . In the field research’s course, four reading sessions were carried out, followed by comment production based on a question sent by the researcher, and 4 re-reading sessions, followed by the written production of comments from the analysis and reflection of the comments produced in the sessions of reading, in this way, in the re-reading the subjects assumed the condition of commentator of the opinion expressed by their colleagues in the reading sessions. As a data record, audio and video recording were adopted. The following fables were read and reread by Monteiro Lobato (2015): A assembleia dos ratos (The assembly of rats); O burro juiz (The donkey judge); O reformador do mundo (The Reformer of the World); e O rato da cidade e o rato do campo (The City Rat and the Field Mouse). The reading and re-reading sessions were developed according to the sketch methodology, produced by Graves and Graves (1995). The data corpus consists by the comments made during the reading and re-reading sessions. The analysis is supported by the Amarilha (2012; 2013), Fontana (2005), Zilberman (2003; 2010), Eco (1996; 2014), Bloom (2010), Yunes (2003) and Compagnon (2009), while reading and literature, studies; Leal e Morais (2006), Freitas (2005), Damásio (2012), Faria (2004) and, mainly by, Perelman and Olbrechts-Tyteca (2005) and Banks-Leite (2011), as to written argumentation; Mackay (2001), as a questions’ formulation; Koche, Boff e Marinello (2017), as the production of comments, among others. The analysis points out that individuals can develop written argumentation after reading / retelling fables, appearing predominantly the arguments of quasi-logical types and based on the structure of the real. Thus, it draws attention to the continuity from the study in terms of the investigation, also the emergence conditions of arguments underlying the structure from the real. We emphasize the importance of reading this genre in the classroom, in the early years from elementary school, as a motivator for the written argumentation development, including, as students of literature. Finally, we highlight the importance of the formation from the literature mediator to meet the needs of the interface between literary reading and written argumentation.