Ler e compreender fábulas: uma proposta de intervenção em turmas do 3º ano do ensino fundamental.

Abstract

This research brings reflections on the importance of encouraging reading practices and understanding texts for the acquisition of reading competence. As a general objective, we intend to address the practices of reading and understanding texts from the perspective of literacies in classes of the 3º year of elementary school. The research's theoretical contribution is based mainly on Mortatti (2006), regarding the history of literacy from the perspective of synthetic and analytical methods; Soares (2003, 2010) and Kleiman (2005, 2007), regarding the concepts and contributions of literacy and literacy; Marcuschi (2003, 2005, 2007, 2010), Antunes (2003, 2009), Bagno (2006), the National Curricular Parameters (PCN, 1997) and the National Common Curricular Base (BNCC, 2017), with regard to genres textual. This is a bibliographic research with a qualitative approach, as it allows analyzing the data systematically to understand the contents through the classification of the categories found (GIL, 2008). As a result of the research, we present an intervention proposal aimed at teachers of the 3rd year of elementary school in the municipality of São José de Piranhas - PB. This proposal consists of five workshops, produced from the fable genre, which involves reading and understanding texts from the perspective of literacies. With this, we intend to offer our students a meaningful reading practice capable of forming them as critical citizens to act in society.