Competência leitora, fábula e produção de sentido: uma proposta para o ensino fundamental

Abstract

Present in students' daily lives from na early age, reading is, alongside writing and linguistic analysis, a fundamental skill for proficiency in language use. It is known, however, that dealing with reading competence represents a challenge for Portuguese language teachers, who are often responsible for achieving good results in large-scale assessment exams. Given this scenario and the students' fondness for narratives, especially those directly linked to cross-cutting themes, this report presents the theoretical and methodological guidelines linked to the creation and application of a Pedagogical Notebook centered on the fable genre, developed with the 4th phase class of the Sergipe na Idade Certa Program - ProSic, made up of 8th and 9th grade students from Colégio Maynard Gomes, in Porto da Folha -SE. Theoretically, the following were highlighted: i) Marcuschi (2008), for whom comprehension goes beyond a linguistic and/or cognitive activity; ii) Smolka (1995), who defines and presents the historical path of the fable genre; iii) Ferrarezi and Carvalho (2017), who point out the need to work with text, among other researchers concerned with developing teaching proposals that have in mind the awakening of students' critical awareness. Methodologically, the notebook contains a didactic sequence focusing on reading, which takes Dolz, Noverraz and Schneuwly's (2004) model as a reference and suggests six modules, while endorsing the structure laid out in Azevedo and Freitag (2020), which highlight the types of pedagogical reading practices developed in the Profletras - UFS/São Cristóvão unit. The results confirmed the students' involvement with the discussion of cross-cutting themes - such as ethics and citizenship and respect for differences – based on reading the fable genre and identifying the characteristics that correlate with it, such as the organization of the sequence of facts and the graphic marks that make up the narrative text. The research also led the students to show na interest in reading other textual genres, such as short stories, jokes, comics and others.