Relações entre práticas de oralidade e letramento literário: o leitor no exercício de sua potência.

Abstract

In this dissertation, our aim is to analyze the involvement and development of students in an elementary school 9th grade class starting with a circle of reading, in which they express, in group, their experiences with the enjoyed literary texts. From the theoretical point of view, it was taken as a basis studies about orality, writing and textual or speech genres (Marcuschi, Bakhtin, Bawarshi, Reiff, Schneuwly, Dolz); reflections about literacy and literary literacy (Kleiman, Cosson, Candido); researches about the formation of the reader subject (Lajolo, Chiapinni, Geraldi), the enjoyment of the work of literary art (Jouve, Barthes, Perrone-Moisés, Abreu), the censorious reader related to the course of signification of literary text (Jauss, Iser, Zilberman, Eagleton), and the constitution of children and youth literature face to the public in analysis (Colomer, Andrade, Machado, Ceccantini). Our method was to do interviews with thirty students, and then we did a qualitative research, from which we set up a mean profile of the subject reader in the mentioned class, taking into consideration data related to the socioeconomic aspects; to the leading with reading in and outside the school; to the experiences with the artistic texts; to the opinions about the teachers and their practices with reading. As a second step, we carried out an intervention proposal which consisted in favor the (productive and out of impositions) contact of the students with a significant number of works from children and youth literature, enabling its appreciation by the readers and, afterwards, the inter-subjective share of the readings, in moments of oral expressiveness during the classes. By the analysis of this corpus, we investigated relations between the proposed activity and the formation of readers able to, by trying on literary text, enjoy it and unravel its meanings, as well as express themselves, capably, in communicative situation which requires a certain level of speaking plan. As a result, we realized the presence of teenagers in continuous participation in literacy events, and with potential to constitute sedulous readers of literature and other languages, as long as they are motivated to play a part in the dialogue with texts that arouse their sensitivity, enabling the conversion of the reading potency in the effective activity of to read, to interpret, and to enjoy the text.