Fabulando em sala de aula: uma proposta para o letramento literário

Abstract

This research aims to understand how the use of the fable, based on students' domain literacies, can contribute to a better receptivity of the literary text in the classroom. Methodologically, we orient ourselves by action-research (THIOLLENT, 2002) aiming to produce knowledges and collect enough information for the social/school context, having a climate of collaboration between researcher and researched one of the elements used in the purpose of search democratic solutions to problem observed.Based on the analysis of the problem, we elaborated a teaching plan that was guided by the proposal of expanding sequence of (COSSON, 2011[2006]), making use of fables of Aesop and of the multiple literacies (ROJO, 2009), musical , family, school, integrating them with the activities of reading and understanding the genre in question. In the tangent to the approach, we focus on the qualitative analysis of the data, analyzing the information, facts, without stopping the interpretation of numbers (BODGAN; BIKLEN, 1994), being our corpus 44 texts, 11 videos, and 8 photographs, which record the sequence applied. In theoretical terms, we are based on the contributions established by Cosson (2011[2006]), Kleiman (1995, 2005, 2006), Rojo (2009), Soares (2009), Terra (2014), Bakhthin (2006[1992]), Coutinho(1987), among others. The results indicate that the students reacted positively regarding the reception of the fable in the perspective – of the multiple literacies and expanding sequence – in which it was worked. We consider that be need to reflect about of the methodologies used in the school relative to the literary contents and, also, about the efectiveness of these methods, poiting to a possibility of teaching centered on the interests of the learner, because we believe that be possible way out for better acceptance of literature as a reading and learning proposition. The effects of multiple literacies for the work with literary text centered on the relationship dominated knowledge/ motivation. We observed greater acceptability of the literary text when worked from literacies that require dominated skills by apprentices and/ or involve personal motivations which are linked to different literacies that aren’t school literacy.