Dramas humanos – uma expressão da realidade para a promoção do letramento literário por meio do gênero conto

Abstract

This research presents a didactic proposal of literary literacy for students of the ninth grade of Elementary School of a public school in Goiânia-GO. The study result from the necessity to promote the teaching of Literature in the school context, forming critical and autonomous readers concomitantly. From this perspective, we search for teaching methods – such as literary reading circles, creative writing activities, Literature workshops – which allow us to broaden the gaze of student-readers about human dramas protagonised by the characters of the selected literary works; and through a dialogical relation with Literature, student-readers are be able to reflect on their reality and the dramas present in their daily lives. Thus, by means of a theoretic-methodological approach referenced in the basic sequence of literary literacy suggested by Rildo Cosson (2006), we propose literary reading workshops that refer to reading and (re)writing of texts with themes (re)-presented in the short stories: "A candle for Dario", "Wild is the wind", "The party", "An instant of innocence", "A Doll’s House", " The Little Match Girl,", "The weaver girl", "Clandestine Happiness" and "The steak and popcorn". Our intent, with this research, consists of literary literacy and sensitisation of our student-readers, through the reading of short stories with fictional (re)-presentations of human relationships. We carried out a bibliographical study on literary literacy, Literature teaching and short story genre, in the literary universe and, from the contributions of the theoretical bases, we analysed – through texts, images, paintings and graphs – the students’ insights of the short stories which were read, and the proposed theme, via oral, written and imagery productions. We consider that this action research, using a descriptive-interpretive analysis of students' productions, can collaborate with their literary literacy process as student-readers, providing significant literary reading practices in the school space investigated.