Ampliação do repertório literário através da leitura e produção de conto de fadas

Abstract

The work is an interventional study of case, proposing to develop a didactic sequence of intervention that stimulates reading and collaborates, especially, for the expansion of the students' literary repertoire. The research subjects are the teacher and the 24 students of a sixth grade class of elementary school, final grades, of a municipal school of Paraíba do Sul - RJ. The theoretical foundation is based on authors such as, Soares (2017), Maria (2008), Colomer (2007), Candido (2004), Antunes (2012) among others, who address the process of literacy, reading and lexicon and teaching literature. The research is also based on Koch and Elias (2017), Marcuschi (2002), Bettelheim (2017), among others that approach in detail, the teaching of Literature, aiming at expanding the student's literary repertoire, in addition to presenting the various textual genres and emphasizing the importance of teaching fairy tales in the classroom. The initial proposal of this research was developed through a diagnostic stage that presented a questionnaire applied in the series in question, which dealt with reading and writing in the classroom and in the daily life of students. For initial diagnosis, a questionnaire was applied and initial production of texts was performed, analysis was performed and graphs were elaborated to present the results which defined the specific theme of the research: the need to expand the student‘s literary knowledge through the reading and production of fairy tales. In the final stage of the research, an interventional action was elaborated that was developed in order to present the relationship between the practice of reading and the expansion of knowledge of the students' literary repertoire. To achieve the objectives outlined, were worked, in the intervening stage, the following fairy tales: The Three Feathers (Grimm), Snow White and the seven dwarves (Grimm), The Bluebeard (Perrault), Of a certain bluish tone (Colasanti), The Stepmother (Lobato, 2019), The Princess and the Pea (Andersen), The Fairies (Perrault), The Three Spinners (Grimm) and Donkey Skin (Perrault), and the film Snow White and the Hunter (Rupert Sanders , 2012), according to the activities described in the intervention proposal.