Da leitura de memórias ao registro: o diário de leitura como instrumento de avaliação

Abstract

This work has as general objective to investigate the effectiveness of literary literacy actions in the 8th year of Elementary School II, using a basic sequence with the genre Literary Memories and the Reading Diary, promoting, with students, reading situations that went beyond the school walls. As specific objectives, we seek to: analyze the application of the basic sequence, with the genre Literary Memory to promote student contact with literary reading; reflect on the development of literary reading practices, from the analysis of the intervention with the study of Literary Memories and the use of the Reading Diary; and, to understand the development of students' reading competence, based on the records made in the Reading Diary. This research is based on issues relevant to our study, such as the concept of Literary Literacy, anchoring us on the assumptions of Cosson (2014) and (2017), among other scholars and research that reflect on this subject. As for working with Literary Memories, we used award-winning texts at the Portuguese Language Olympics in 2016. Therefore, to corroborate what we discussed, we rely on the concept of Literary Memory as stated by Clara et al. (2010)). Regarding the use of the reading diary, this research is based on the postulates of Buzzo (2010) and Machado (1998). With regard to methodological aspects, this work consists of an action research based on the studies of Thiollent (1996); and, because it is a research based on an intervention, developed through a basic sequence, we will bring to light what Cosson (2009) is about. In the basic sequence, we develop reading lessons from literary memories and request records in reading diaries. These served as an instrument for us to analyze the results of our action, which aimed to train critical readers. Thus, we can affirm that, although we have not received the amount of diaries we expected, the results achieved from our action are positive, since we realize that our students have taken a step towards criticality, reflection, as well as from then on, so that they have a new look at reading. We consider our intervention as an act of great importance for us and for the students involved, considering that reading is not a school action, but for life.