O ensino de leitura do gênero cordel na perspectiva interacionista sociodiscursiva

Abstract

The purpose of this research is to promote an improvement in the reading competence of students attending the 8 th Year of Elementary Education at a public school in Fortaleza. Based on a study of teaching reading, texts from the genre cordel are analyzed. The relevance of such research is justified by the existing need to implement reading strategies aiming the enhancement of the recognition of information located in the deepest layers of the text, favoring the development of students’ reading critical and analytical sense. The methodology applied in the study consisted of an action research, due to the fact that the teacher-researcher was part of process, intervening, whenever necessary, according to the observed difficulties of the students, as proposed by Thiollent (1985 apud Gil, 2008). Data generation was performed through a sequence of intervention activities, adapted from the didactic sequence proposal, presented by Dolz, Noverraz and Schnewly (2004), in response to the difficulties presented by the students in the group. The percentage arithmetic mean of the students’ responses to the proposed activities was calculated for data analysis. The theoretical basis for the research consisted in an approach of the ostensive-inferential communication process of the Theory of Relevance perspective presented by Sperber and Wilson (2001). This process motivated the research for the interactive reading classes elaboration, which, in turn, was based on the Sociodiscursive Interactionism proposed by Bronckart (2007). We also presented the definition of discursive genres, encompassing Bronckart's Sociodiscursive Interactionism (2007), and we performed a study of the genre cordel, highlighting its characteristics, based on Diégues Júnior (1975), Liêdo Maranhão (1975) and Mark Curran (1998), as well as the importance of its use in the classroom, according to Pinheiro and Lúcio (2001). We complete our theoretical contribution with an approach regarding conceptions and difficulties of reading based on Smith (1989/2003), Goodman (1973), Beaugrand and Dressler (1983), Dell Hymes (1967), Leurquin 2001) and Kleiman (2011). As a conclusion, we claim that the reading activities implemented through this research contributed to the improvement of students' reading competence and allowed them to assume a more critical and analytical reading atitude.