Leitura de fábulas na formação do leitor literário: caderno pedagógico para os anos iniciais do Ensino Fundamental (5º ano).

Abstract

The literary text is one of the most important sources of collaboration in the formation of readers, since it has an aesthetic quality and makes special use of language. The reading of the literary text has been effective for the intellectual development of the human being, as a valuable instrument for the formation of critical readers and the awakening of the sensitivity and humanization of individuals. In this sense, it is essential recognize that the relevant function of forming readers, normally attributed to the school, is undertaken through the reading of these texts, loaded with knowledge about man and the world, and that provide intense experiences to the reader. This research starts from the reflection on the importance of literary reading in the process of formation of readers, from the initial series to the consolidation of autonomous readers, with a view to the formation of citizens independent, active and with power of discernment before society. This is a bibliographic research, of an applied nature and qualitative approach. We aim to discuss the fable genre as an instrument to awaken the taste for literary reading in the early years of elementary school (5th year), in order to contribute to the student's intellectual growth and to form proficient readers. We seek to discuss aspects related to children's literature, its connection with the school and to present the proposal of the use of fables as a component for the formation of readers since the early years of Elementary School, for that, we present as a product of the research a pedagogical notebook with didactic sequences based on Cosson's basic sequence model (2018), as a support applicable to classes in the initial grades of Elementary School (5th year). The fable is one of the oldest literary genres and, through orality, long before the development of writing, it was already circulating in practically all cultures, having been used for different purposes. Because it is a short genre, which brings moralities, it was easily included in the universe of children's literature and used for pedagogical purposes. Our theoretical contribution is based on the concepts of Dezotti (2018), Oliveira (2011), Coelho (2000), Zilberman (2004), Cosson (2018), Soares (2013), Matos and Sorsy (2009), Costa (2003) , Aguiar (2013), Cardematori (1986), Bagno (2006), Alves (2007), Sole (1998), Orlandi (2012), Kleiman (1989), Frantz (2011), among others.