Aprendizes de ficção: a construção de histórias por crianças do ensino fundamental

Abstract

The dissertation discusses literature reading and the process of story production by elementary school children. It aims to analyze the contributions of literary reading and mediation among peers to support the construction of stories by children. It has as the study purpose the production of stories, configured in the genre story, by elementary school children. In methodological terms, a qualitative research - a pedagogical intervention, was taken place, in which the dual role of teacher and researcher is assumed, with the students themselves as subjects - a group of 18 children in the 5th grade of elementary school (in the year of 2017) in a university school at the Colégio de Aplicação da Universidade Federal do Rio Grande do Norte (School of Practices of Federal University of Rio Grande do Norte) - Brazil, the research locus. The relevance of this study is to promote the discussion about the formation of competent readers and writers in groups of children already literate, whose need is pointed out by national reference documents, such as the Base Nacional Curricular Comum (National Curricular Common Base) - BNCC, and reveal that it is important for the children to revisit their texts in order to improve the constitution of their characters and / or entanglements or other elements of the narrative, in order to promote greater identification and satisfaction with their own text. The investigative course is guided by the following assumptions: literature allows those who read an aesthetic experience, sharpens senses and emotions and multiplies experiences; literature is an important food for imagination and creative activity; children are able to express in their texts qualities proper to fictional productions, constituting themselves "apprentices of fiction"; children who undergo the experience of writing can be able to become readers of their own text, share it with colleagues and teachers and revisit it, aiming its improvement. The research is theoretically based on studies on fiction (CANDIDO, 2002; ECO, 1994; HELD 1980), reading and literature (AMARILHA, 2013 e 1997; BOJUNGA, 2007; CULLER, 1999; FREITAS, 2002 e 2005; YUNES, 2010), textual production (CALKINS, 1989; GERALDI, 1997) and pedagogical mediation (FONTANA, 2005; VYGOTSKY, 2007). The research design includes the following steps: planning of the reading sessions and discussion of the book Fazendo Ana Paz, by Lygia Bojunga; constitution of a bank of fiction stories produced by the subjects before the reading sessions; presentation of the work to be read, including the biography of the mentioned writer and discussion on what are fiction stories; development of the reading and discussion sessions of Fazendo Ana Paz; production of a second fiction story by the subjects; conferences to present; typing sections and improve texts produced among students. The analysis of the data shows how much the contact with the literary text and the dialogue with the peers contribute to the creation and the improvement of the stories elaborated by the children, boosting their creativity and helping them recognize their potential to write.