Além da vitrine: de espectador a leitor – uma proposta de leitura de literatura brasileira de expressão amazônica no 9º ano

Abstract

The presente dissertation has the aim of providing theoretical reflections regarding the importance of literary reading teaching of Portuguese, understanding that literature is an inalienable right. Besides, it suggests a work with reading, oral and written skills, seeking the dialogue between the folkloric and Brazilian Literature of Amazonian Expression. Such reflections and didatic proposal were conducted, mainly, from Britto (2012), Castrillón (2011), Candido (2011), Colomer (2007), Cosson (2007), Geraldi (2006), Antunes (2003), Zilberman (2009), Lajolo (2005), Marcuschi (2008), Machado (2002) among others. The intervention is justified by the fact that the research locus has event of cultural value and therefore favorable to the teaching proposal that aims the dialogue between the popular knowledge and the canon literature. Thus, the event would not just be a kind of display window where a group of people from school or school comunity would be spectators of this event. On this regard, reading literary genders would be a very significant practice, for the student would not be set just as a spectator of a bright event or even someone that shines on a presentation before everyone, but just a reader. The spectator is static, passive, submissive. On the other hand, the reader can be whatever he wants to, the owner of his/her own history, autonomous, reflexive, critical. Along the pedagogical practice, I try, trough participatory research, understand that students show interest in reading texts that may identify elements of their culture and of how a pedagogical proposal that aims dialogue between folklore and texts of Brazilian Literature of Amazonian Expression were well accepted by students, for they are part of their sociocultural universe and that, by reading them, students had a good performance both in reading activities and on reading and writing. The text also evaluates the limits and possibilities of the proposal applied and the changes that theoretical speeches have provoked on the researcher and teacher.