A leitura de contos e minicontos no 8º ano do ensino fundamental: uma experiência de leitura dialógica

Abstract

The present work originated from a concern with the way Literature has been conducted in Portuguese Language classes, not only in Elementary School but also in High School. The greatest evidence of the deviation is the use of the literary text as an excuse for grammatical studies, ignoring its artistic value and, as a consequence, not enough space for the student to enjoy the text and have the experience of literary reading. Therefore, this work proposes an elaboration of practices and strategies that would awaken in the 8th year students of the Dôrval Ferreira da Cunha State School the interest in literary reading, specifically short stories and mini tales, stimulating their maturity as readers, expanding the senses of this reading experience for one's own life, in dialogue with the other. As a theoretical foundation, the work was based mainly on the concepts of reading and reader proposed by Bajour (2012), Jouve (2002; 2012), Larrosa (2019), in addition to the concept of Cartography presented by Passos, Kastrup and Escóssia (2009), guiding methodology of research-intervention.