Literatura infanto-juvenil e identidade local: projeto de intervenção para o 9º ano.

Abstract

This research has as its main objective to propose activites that motivate a pleasant and meaningful teaching of literature reading for the 9th grade of the Elementary School Years, through an interdisciplinary project, having as its starting point an awarded children’s book O mistério das 13 portas no castelo encantado da ponte fantástica [ The mystery of the 13 doors in the spelled castle of the fantastic bridge] (2012), by the northeastern Brazilian writer, José Flávio Vieira. This work, of hybrid nature, since there are many local folk songs in it, such as those of the “repente” genre, among others, tells the story of historical and fictional characters of the Brazilian northeastern region called Crato, in the State of Ceará – through the use of different genres, such as fairy tales, epic, utopia, dystopia, besides intertextuality with several texts of diferente literary traditions – what allows a rich work of highlightening the value of local culture and the feeling of belonging. As a starting point, we will discuss about the teaching of reading and literature in the school context, as well as the importance of reading skills and their impact on the life of an individual in today’s society. We will also debate about the use of regional literature as a strategy for the teacher of Portuguese to motivate students to have contact with the universe of reading and also with his community, strengthening his individual and colective identities. Thus, we aim at helping lowers level schools in the teaching-learning processes, and in the spreading of (scientific) knowledge which are necessary for the students, all this through ap interdisciplinar Project that envolves reading and writing. Thus, we chose as objective to use regional literature for children (and teenagers) in class, in order to help teachers of Portuguese in search for a dynamic and critical teaching of the literary text. For such an enterprise, we opted for a qualitative kind of research, and chose the theoretical support of Koch and Elias (2010), Cosson (2016), Freire (2009, 2015), Compagnon (2009, 2010), Pennac (1993), Bauman (2005), Bonnici(2005), Candau (2012), Fazenda (1994), Lerner (2002), among others.