Práticas de leitura e escrita no 6°ano: as fábulas na sala de aula

Abstract

The practice of literary reading in the classroom, which takes into consideration the subjective experiences of the readers, presents itself as a basic element for the acquisition of the meanings of these readings, as well as their possible resignifications and rewritten by the students. However, practices which the literary text is presented only to serve as a motto for the exposure of contents, neglecting the subjectivity of the subject reader, still occur. Therefore, differentiated methodologies are necessary in the attempt to promote literary literacy within the school space. As a possibility of contributing to the formation of a student reader and also with writing proficiency, we have elaborated a proposal of basic sequence from Cosson (2018), using the literary genre fable. Our objective is to practice reading and rewriting texts in 6th grade classes of Elementary School – Final Years. The proposition of this work corroborates with the insertion of the subjectivity of the student in the reading of the texts and mainly in his writing, associating it with his reading of the world. In the basic sequence that will be the final product of this research, the student will read the works and, from them, will be the author of his own fable, making him a protagonist in the process of literary literacy. For theoretical basis we use the works of Cosson (2018, 2019), Oliveira (2011), Candido (1995), Rouxel (2013, 2014), Santos (2003), in addition to basing the didactic work on the skills and abilities of the BNCC. Finally, we consider that literary literacy as a pedagogical practice can contribute to the critical formation of students, stimulating their autonomy as writers capable of contextualizing their experiences in the works they read.