Oficina de letramento: o gênero crônica na formação do leitor do texto literário

Abstract

This paper focuses on the experience of teaching in the classroom with genres, especially chronicles, developed in a state school in Rio Grande do Norte, with final years elementary school students. Given the lack of motivation, disconnection with the content, the lack of habit of students to read literary texts, among others, and the challenge faced by teachers in forming new readers, we listed actions that would mitigate the problems presented from the development of Literacy Workshops. The selection of texts in the chronicle genre was motivated by the fact that their content is close to the daily lives of those involved, leading to identification with the reader. In view of this, we intend, in general, to investigate to what extent chronicles benefit the reading of literary texts and the formation of readers inside and outside the school environment, corroborating to, specifically, (1) identify the results achieved through the development of literary literacy workshops, as a social practice, whether inside or outside the school environment; (2) analyze literacy practices with the chronicle genre in the classroom; and (3) to investigate how schools, especially Portuguese language teachers, can contribute to developing strategies to foster the development of proficient readers. The research presents a methodological perspective of a qualitative approach, based on action research, and is based on theoretical constructs arising from studies regarding the socio-historical conception of Language of the Bakhtin Circle associated with research on Literacy, Workshops, Practices, Agents, Events and Literary Literacy. The data were generated from interviews and reports of the activities applied throughout the workshops, which are understood as social practices that motivate the curiosity of students, as potential readers of literary texts, throughout Portuguese language classes, which made it possible to expand the language skills of those involved, fostering the formation of a more critical and participatory citizenship. The research led to the understanding that reading and writing as a practice and social appreciation with literary texts are an important didactic-methodological resource in the critical training of the student reader, by enabling the contextualization between real social experiences and the literary text, which can encourage the student to have a more active and civic stance.