Dos contos maravilhosos aos minicontos: leitura, mediação e práticas pedagógicas aplicáveis ao 6º ano do ensino fundamental.

Abstract

The present study discusses, in particular, the contributions of the uses of the genres Marvelous Tales and Minicontos in the development of practices of mediation of the reading and, consequently of textual production. In this direction, the main objective of this work is to propose theoretical-methodological subsidies applicable to the practices of mediation of reading in the 6th year of elementary school, from the use of wonderful short stories and mini-videos. In this sense, the research is characterized as bibliographical and is based on the foundations of Textual Linguistics and Applied Linguistics and has as main theoretical references: Bortoni-Ricardo (2012), Dionísio (2002), Kleiman (1995; 2013), Koch (2010), Marcuschi (2008), Rojo e Moura (2012), Tardif (2010), among others. At the end of the discussion and in view of the general objective of the research, the pedagogical workshops, based on the didactic sequence procedure proposed by Scheneuwly and Dolz (2004), are presented. The theoretical-methodological propositions structured from the Marvelous Tales, GRIMM, 2012) and Minicontos (WANKE, 1992). These propositions are anchored in the multilevel perspective, especially from the development of retextualization activities, giving space to the use of new technologies applicable to teaching. Therefore, this dissertation defends theoretical knowledge combined with active methodologies, especially in favor of proficient reader training.