Processos dialógicos: um estudo comparativo entre Chapeuzinho Amarelo, Fita Verde no Cabelo e Chapeuzinho Vermelho e uma proposta de escrita de contos

Abstract

This paper aims to draw up a Didactic Sequence that will be applied to the class of the 7th year, as well as analysis of the teaching-learning process started from such application, and as a final product has the production of short stories by students. The work will be divided into two complementary parts: one devoted to theoretical reflection on the role of literature and about literature and teaching, and another focused on the application of the literary text in class. Therefore, we will adopt a dialogical perspective in order to establish a comparative study of the narrative poem Riding Hood Yellow, Chico Buarque de Holanda, and the tales Green Ribbon in Hair, João Guimarães Rosa, and Little Red Riding Hood, the Brothers Grimm. This study builds on the theoretical thinking of Compagnon (2009), this book in Literature for what (2010); Todorov, in The danger in literature, also serving in the dialogical perspective of language, according to Bakhtin (1981,1986,1990 and 2000) and Brait (2013). We seek to reflect on the role of literature in the player's training and analyze the dialogic processes involving the comparative study of the works in question. Therefore, we aim to show the different voices present in the analyzed texts, considering that both Guimarães Rosa as Chico Buarque dialogue with the constituted tradition - the Little Red Riding Hood, where all text is made up of other existing texts from the reading of the works object of our study. For the purposes of literary texts in the classroom, the dialogic approach will be adopted, according to the didactic sequence model proposed by Cherry (2005), present in their literature teaching, and Cosson (2010), in literary literacy: a proposal for the classroom.