Literatura na escola: crônicas humorísticas na formação de leitores literários.

Abstract

This research addresses reflections on literary reading in the final years of elementary school and its implications for the formation of critical readers. We highlight the need to strengthen ties between the student and the literary text, through the promotion of a motivating environment within the classroom that instills pleasure in reading. The primary objective of this study lies in discussing the humorous chronicle genre as a tool to awaken a taste for reading and assist in the formation of critical literary readers. We start from the hypothesis that humorous chronicles attract the attention of students, because, based on research already carried out and as a result of experiences in the classroom in the final years of elementary school, the identification of students with the gender is noticeable, given its concise structure, as well as the themes focused on everyday life that encourage student involvement, causing moments of great interaction. We dialogued with authors such as Solé (2014), Koch (2018), Kleiman (1999), Soares (2012), Silva (2008), with regard to conceptions of reading, Cosson (2020), Zilberman (2010), Dalvi (2013), Amorim (2022), concerning literary literacy, Candido (1992), Sá (2008), Coutinho (2004), Moisés (1967), related to the chronicle genre, Possenti (1998), Bergson (2018), Propp (1992) in relation to humor, among others, which will serve as theoretical support for the reflections undertaken throughout this study. The methodology adopted corresponds to a bibliographical research, with a qualitative approach and applied in nature. For the development of the activities, we developed a pedagogical proposal for didactic intervention in the classroom, aimed at the ninth classes of elementary school, using, with due adaptations, the models of Silva's reading units (2008), with the steps of observation, comparison or reflection and transformation, as well as the basic sequence of Cosson (2020), with the phases of motivation, introduction, reading and interpretation, thus contributing to the formation of proficient literary readers. After the discussions, the results of this research indicate that humorous chronicles are a viable alternative to the training of literary readers, considering that, in addition to providing delight, they contribute to the expansion of their levels of textual understanding.