Stop-motion: um modo de ler o gênero conto nas aulas de língua portuguesa no ensino fundamental

Abstract

This research focused on the production of stop-motion animation, based on the literary genre of short stories in Portuguese language classes at the elementary level. The main objective was to analyze how short stories contribute to the development of independent, proficient readers who can use literature in their social context, manipulating technological elements and cultural instruments to construct meaning for themselves and the world they live in, while also being motivated by reading. Theoretically, the proposed investigation was based on the assumptions of multiliteracies by Rojo (2012); on the possibilities of understanding literature by Candido (2011), Machado; Pageaux (1988), Holanda (2019), and Lajolo (2018). Regarding language and technologies, we engaged with Ribeiro (2021). Concerning the virtual universe, we relied on Lévy (1996) and his reflections on the virtual field, where the real emerges as a space for creation and innovation; we also explored the typologies and concepts of reading by Jouve (2002), as well as studies on literary literacy by Cosson (2017). Methodologically, we chose action research with René Barbier (2007) and Michel Thiollent (2011) and the existentialist qualitative approach through Bortoni-Ricardo (2008), as we believe they provide an existential perspective, one of the facets of the literary genre, along with a social viewpoint, while also advocating for research as an action that allows studies to address issues involving places of dialogue, such as schools. The analysis corpus consists of material generated throughout the proposed sequence, specifically during the application of techniques such as readings, discussion circles, models, images, and videos. We believe the results obtained addressed our research question regarding whether students can produce stop-motion animations based on their own short stories. Thus, we consider that literature leads to mastery of language through itself and that it is possible to treat reading practices and text comprehension differently in Portuguese language classes, potentially demonstrating significant student interests when experiences are emphasized with the collaboration of literature.