Compreensão leitora em língua espanhola no ensino básico: contribuições do texto literário a partir de contos de Gabriel García Márquez

Abstract

The present work aims to identify contributions of literary texts in the teaching of Spanish language reading comprehension in Basic Education. To this end, we carried out na intervention with students in their first year in High School, using Cosson’s proposal (2006) to teach through literary texts, considering the short stories by Gabriel García Márquez, entitled La marioneta de trapo and La profecia autocumplida. The theoretical point of view our research is based on is informed by, above all, Fillola (2007), Miguel Pérez and Pardo (2012), and Solé (1998). Data show a significant improvement in the reading comprehension of students who participated in this investigation, comparing the results of pre and post-tests, above all, in relation to their ability to make inferences. Given these results, we can highlight the relevance of literary texts in Spanish language classes, considering them to be excellent authentic materials, with many possibilities of use, and as tools of extreme relevance to developing students’ reading competence