O papel do substantivo na produção de sentido da leitura literária: uma proposta didático-pedagógica a partir da obra infantojuvenil “Vendedor de sustos”, de João Anzanello Carrascoza

Abstract

Reading as pleasure and entertainment has long been a part of human civilization. It allows people to acquire new knowledge and, also, to travel through unknown worlds using their imagination. However, the current reading reality in Brazil goes against our initial topic, as there is a significant portion of Brazilians who are functionally illiterate. In this context, this dissertation directs pathways for working with the 6th grade of Elementary School in order to seek to bring students closer to literary reading, as it aims to relate text interpretation with the grammatical and expressive use of certain linguistic elements – in the specific case of this dissertation, with the sense relationships attributed by the nouns present in the five short stories that compose the book "Vendedor de Sustos" by João Anzanello Carrascoza (2014) – and extralinguistic elements. Accordingly, the study analyzes the short stories from the perspective of stylistics, focusing on Martins (2012), since the sense relationship established between the lexicon of the language is caused by the enunciative intention of an affective nature or value judgment, mainly because literary texts prominently present the uses of language. These analyses will serve as a basis to foster activities directed towards before, during, and after reading, as pointed out by Solé (1998), aiming not to use the text as a pretext for grammatical study. This whole approach seeks to answer the following problem question: "What didactic-pedagogical strategies can the teacher use to better utilize and encourage reading in the school environment, considering the approach of the noun class in the literary work 'Vendedor de Sustos'?" To address this question, it is considered necessary to study practices that combine literary reading and word classes as a resource enabling student interaction. In this way, reading, grammar, and stylistics can be worked on together