Santos, Derivaldo dosOliveira, Gilvan de2020-11-252020-11-252019-10-30OLIVEIRA, Gilvan de. Uma proposta para o ensino da literatura potiguar no fundamental: diálogo sem chão dos simples, de Manoel Onofre Jr. 2019. 224f. Dissertação (Mestrado Profissional em Letras) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2019.https://repositorio.ufrn.br/handle/123456789/30676This study presents a proposal for teaching potiguarliterature based on a dialogical perspective of literature. Opposing the traditional approaches, the objective is to broaden the reading horizon of the students, including some texts of the norte-rio-grandense literature in the classes of portuguese language so that the people involved in the pedagogical process can recognize, from the elements of their culture, the universal traits of humanity present in literary texts in general. The target audience was students of 6th and 9th at Maria Lídia da Silva state school, in the city of São Bento do Trairi –RN. The short stories “A Verdadeira História de João e Maria”, “Duelo de Titãs” and “Dia de Juízo” by Onofre Jr. (2014) were chosen to compose the sequence of works that guided literary reading in the classroom.The dissertation is divided in four chapters. The first, second and third chapter define the theoretical and methodological foundations and the last chapter the results of the pedagogical practice. The first chapter presents literature as content of teaching as of the theoretical conceptions by Todorov (2009), Zilberman (2009) Compagnon (2012) and Candido (2017), that advocate the inclusion of this content in the school curriculum as of understanding of the literary reading as a way to promote new possibilities of interpretation. The second chapter studies the norte-rio-grandense literature in prose and how it developed in the context of Brazilian regionalism. The third chapter analyses the proposal of Cereja (2005) and presents the methodological procedures that guided the dialogic approach in the classroom. At last, fourth chapter describes the results of the reading practices in short stories by Onofre Jr. (2014) between 2018 and 2019 in the first and last year of the elementary schoolAcesso AbertoDialogismoLiteratura potiguarEnsinoContoManoel Onofre JrDialogismPotiguar literatureTeachingShort storymasterThesis