Leitura e escrita: uma proposta de retextualização do silêncio em Vidas secas

Abstract

The present research aims to analyze the contributions of reading practices and understanding silence in the production of texts. In addition to being theoretical-methodological in nature, this documentary-purposeful study is based on the work Vidas Secas, by Graciliano Ramos. proposal is to enable the development of reading competence and, thus, contribute to the training of the subject who produces texts. This proposal is based on As formas do silêncio: no movimento dos sentidos, by Orlandi (2007). The reading of the categories of silence aims to equip students of the eighth grade of elementary school in order to minimize the difficulties that many still present in relation to reading, comprehension and writing. The practices directed in this sense seek to direct the students to share their knowledge in the reading of the literary text, thus motivating them to become proficient readers and competent text producers. The methodology is oriented in the practices of reading and comprehension, with the purpose of also working the language in its oral and written modalities, detaching itself from decontextualized grammatical rules. The Produto Destacável is organized according to the strategies described in Solé (1998). To carry them out, exercises were distributed in modules. In module 1, reading and comprehension activities are proposed with a view to oralization. This practice gradually enables the understanding of the meaning of silence and its categories. In the second, the author’s knowledge and the context of the work are provided. In the following modules, the production of reports is carried out, based on the retextualization operations organized by Marcuschi (2010) within the perspective of the continuum of speech and writing in order to contribute satisfactorily to the formation of a reading subject with criticality and competence in writing.