A leitura de contos em voz alta: uma proposta para a ampliação do letramento literário

Abstract

This work aims to verify some effects of oral narratives often told in Portuguese language classes, and to find out if this practice is able to facilitate the student's encounter with the literary universe, thus promoting literature literacy, besides the probable development of the reading and writing skills. The research is located in the field of qualitative investigations, with a descriptive and interpretative character. The empirical part was developed in a school environment with 8th grade students, since in this segment the activity of storytelling occurs rarely, due to a rupture that occurs in the passage from Elementary School I to Elementary School II, not only by the force of the abrupt transition of the offer of learning environments common to these teaching structures, but also by the other interactive possibilities in the rooms of the initial series. The research will attempt to present storytelling as a valid strategy to expand literary literacy, thus contributing to the formation of the reader and the process of developing their interpretive abilities of a text. In this way, the enrichment of the educational process will take place from a literary and linguistic perspective that values the constitution of critical and reflexive subjects. This is because the stories read during the process of this work accumulate in themselves significant paths for reading and understanding of oneself and the world, through the language now written and now listened to. In order to give a theoretical basis to the expansion of literary literacy, the texts of Antônio Cândido (2011), Roxane Rojo (2001), Magda Soares (1998), Rildo Cosson (2016), Marisa Lajolo (2001), and Regina Zilberman (2009) the relationship between reading, literature and school