Quem conta um conto aumenta um ponto : trabalhando o gênero no 9º ano do Ensino Fundamental II

Abstract

This dissertation grew out of a particular need to provide space for the literary text in the school practice. The school is the natural context in which students come into contact with the written language and, for this reason, should face different texts of varied genres. It is necessary, however, to think of how these texts will be presented to students. From this reflection, some questions motivated this research: How to work on reading and writing in Secondary School? How to train young readers? How to awaken a taste for literary text and work the production of written text with these young people? Search the issue of the literary text in Secondary School, however, could be a too broad topic for a dissertation. Thus, an indentation was performed by setting the grade and the textual genre that would be the focus of research. The 9th grade was elected because it is the last stage of Basic School, during this phase, theoretically, students have had contact with several textual genres and have studied (and produced) texts in different ways of organization of discourse (narration, exposition, argumentation, injunction, description). The choice of the short story genre is justified because it is a shorter text, allowing the reading in the classroom with the students. The corpus consists of tales of two major Brazilian authors: Machado de Assis and Lima Barreto.One of the purposes of this choice was to show that classical authors can and should be read in Basic School. The main objective of this research is to present a didactic way to work with the short story genre in the classroom, for the training of the reader and the development of writing production proposal, highlighting the importance of literary texts in the school context. It is argued that reading short stories can be a bridge to the stimulus to the pleasure of reading, vocabulary enrichment and, therefore, writing maturation