Metamorfoses: da leitura literária à produção textual

Abstract

The objective of this work was to implement and analyze a proposal of a didactic sequence that unites literary reading, textual production and reflection on the language in a class of the 9th year of Elementary School with the intention of contributing to the literary enlargement of the students, inserting them into a meaningful practice of reading and learning the language. For the realization of the research, based on the literary reading, this work was based on Candido (1995), Llosa (2004) and for the studies of the myths, was used the book Metamorfoses, of Ovid. It was also used the orientation of the National Curriculum Parameters - PCN (BRASIL, 2001) of Portuguese Language of elementary school, to base the applicability of the triad: literary reading, textual production and linguistic analysis in the classroom. In methodological terms, the research was qualitative and interventional, occurring in a concrete social context, so that the data collected could reach expected results in a perspective regarding teaching learning. This was possible by implementing the didactic sequence proposed by Dolz and Schneuwly (2004). For the generation of data, the following instruments were used: field annotations, reading groups and answers to questions, throughout the intervention process. The results of the research indicate that working with teaching from the perspective of NCPs, considering the teacher as mediator, student, text, context, organizing strategies to motivate students to participate actively in the process of meaning construction, led them to understand and to interpret the texts in a more proficient manner according to the four functions of literature that Candido teaches (1995). It is fundamental the importance of the teacher working the literary text in elementary school, motivating the student to go beyond the traditional reading in the school, bringing contributions to the literary education of adolescents.