Narrativas orais da Amazônia: histórias contadas, histórias criadas em turma de 7º ano do ensino fundamental

Abstract

This dissertation presents an intervention proposition called Stories Told, Stories Made, which exercises the reading and writing of the Oral Narratives of the Amazon (ONAs) in a 7th grade elementary school class. It’s based on two principles: 1) the crescent disincentive of students to reading and, consequently, to writing; and 2) the presence of oral narratives of a regional character in the local folk imagery, intertwined to the living and history of the people. This dissertation seeks to clarify if working with ONAs in the classroom has a positive impact on the improvement of reading and textual production of the students, and in which way this would occur. For that, it seeks is fundaments in BAYARD (1995) and ELIADE (1972), for an understanding of what myths and legends are; LOUREIRO (1995), who presents the enchantments and the amazon folk imagery, supported by TODOROV (1975) and CHIAMPI (2008), with their notions of the literary fantastical and wonderful; ZUMTHOR (2010) and their concepts of performance and dramatic charge in oral narratives; RYAN (2013), who presents the notions of transfictionality and the crossover of characters and narrative universes; THIOLLENT (1986) and BRANDÃO e BORGES (2007), who lay the bases of the research methodology used in the intervention project. Starting from there, we present the ONAs under various media, catching the student’s attention and making them identify themselves with the story being told, as well as value their own living experience. This was also a stimulus to create a rereading, in written format, of the presented narratives. In the end, it was noted that the work with ONAs in the classroom does, in fact, stimulate creativity in the textual production, showing the importance of giving value to such narratives, especially because they give the student the opportunity of recognizing themselves as the protagonist of their culture, and to feel valued for the knowledge they carry with themselves.