A prática literária como estratégia pedagógica para incentivar a leitura em uma escola com poucos recursos

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The case studied discussed the students' relationship with reading literary texts in a municipal school in Ubá and the insertion of literary practice in promoting reading and literary appreciation. To this, it became necessary to understand the context and the main difficulties faced by teachers at Municipal São José School in teaching literature. This case aimed to answer the question: how can Escola Municipal São José work to train proficient readers and, consequently, create the habit and pleasure of reading literary texts? The general objective of this study was to investigate how School Municipal São José could form proficient readers. The specific objectives were: i) to describe the main difficulties faced by teachers at the reffered School in reading literary texts, ii) to analyze the challenges related to the implementation of a reading routine in that school, and iii) to propose appropriate pedagogical strategies and methodologies, considering age range and available resources, with the purpose of encouraging the habit and appreciation of literary texts. We use qualitative research as a methodology to analyze a case study at the school unit. As field research instruments, semi-structured interviews were applied with the manager and pedagogical coordinator and questionnare with the teachers in order to capture their perceptions and experiences in the practice of using literary texts in order to create regular readers. The research, with a qualitative approach, was conducted through a case study at the aforementioned school, using semistructured interviews with the manager and pedagogical coordinator, in addition to questionnaires with teachers, in order to understand their perceptions and experiences.The theoretical framework of this study used the analyzes of researchers who addressed educational management and the practice of literature in the pedagogical context. Among these, Cosson (2006; 2015) whose analysis focused on the importance of participatory management in the teaching of literature, Santos and Segabinazi (2021), whose focus was the relationship between reader formation and diversity culture at school, and Silva (1999), who highlighted reading as a space of freedom, where the student can imagine, question and impose themselves as subjects. These studies offered diverse perspectives on literary practice and its interaction with school management, enriching the theoretical bases of this work.