This work is the result of an action research (THIOLLENT, 2008) carried out in a
school in the municipal teaching network of the city of Imperatriz/MA, in the 8th
grade of Elementary School II. We proposed, inserted in the interpretative
paradigm, with a qualitative approach (BORTONI-RICARDO, 2008), an
intervention work that aims at teaching literature and training the literary reader.
The option for the theme presented here arose due to the challenges
experienced in our daily school life as a teacher and the perception of the
difficulties observed with regard to reading and social interaction of students. In
the face of such a finding, we sought a methodology that would make school
practices focused on dynamic activities with readings, textual production and
theater, reinforcing the valorization of subjectivity, playfulness and creativity.
Thus, the research is structured in four chapters that constitute a bibliographic
review on the sociocognitive aspects of reading (KLEIMAN, 1995, 2013;
SOARES, 2014, KOCH E ELIAS, 2013; MARTINS, 1993, 2006; FISCHER,
2006), literary literacy (STREET, 1984, 2004; SOARES, 2014; ZAPPONE,
2007; SILVA; SILVEIRA, 2011; PAULINO, 1998; COSSON, 2014), literary
genres: short story and theater (CÓRTAZAR, 1993; CUNHA, 2006; GARDNER,
1995, 1996; KOUDELA, 2005), and the field research, which was guided by the
following intervention activity: first we applied a socioeconomic and cultural
questionnaire in order to know the reality of the students, then we gave 10 45-
minute classes to clarify the specific contents covered in the research -
literature, short story, theater, among others. Finally, four groups formed in the
class were invited to stage selected short stories that they read and adapted for
the theatrical text. We understand that the relevance of this project is based on
the premise that literature, whatever its genre, and the varied modalities of
reading as an essential factor in the development of a society is the first step to
bring about a new generation of competent readers in Brazil, critical and aware
of their social role. Therefore, there is a need for a greater demand for
pedagogical strategies that stimulate the taste for reading through playfulness,
as well as the expansion of the study of literature in schools. Reading practice
needs to be seen by all individuals as a source of entertainment and evaluated
as a pleasant and rewarding activity. In this way, the results and the analysis of
the collected data reveal that the present pedagogical proposal plays the
catalytic role in the formation of readers and demonstrates that working through
strategies, favors the student's approach with the literary text, increasing the
taste for reading, besides streamline the class with short stories and theatrical
performances. Therefore, the work ratifies the idea that dealing with reading
practices in the classroom that serve the purpose of training critical and
proficient readers is a task that does not end in a single alternative and requires
continuous preparation, theoretical deepening, commitment and courage to
assume the implications of such action. The conclusion is an invitation to reflect
on the challenges and possibilities of what literary reading can provide us.
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