Letramento crítico literário, nos anos iniciais, à luz do interacionismo sociodiscursivo

Abstract

The focus of our research is the formation of the critical reader, as we believe that developing this remarkable skill is fundamental because it enables readers to interact effectively in various sectors of society. Given the importance of reading for the formation of this reflective and participatory reader, who needs to act in daily practices, but also in various social practices, we seek reading practices that can contribute to the teacher's actions in the "process of developing their learner so that they can interact more meaningfully in communicative situations inside and outside the classroom" (Leurquin, 2014). In accordance with the guiding documents of Fortaleza DCRFort (2023), This work focused on a proposed lesson plan for reading fairy tales, based on the contributions of Cicurel (1991) and later redesigned by Leurquin (2014). This didactic device is based on the epistemological framework of Sociodiscursive Interactionism (ISD), as conceived by Bronckart (2023) and his collaborators. We analyzed the students' responses, highlighting the influence of the categories of production context, thematic content and modalizations on the formation of the critical literary reader and the development of language skills. We proposed an action research Thiollen (2011) based on qualitative principles, in which we construct the results through interaction of the researcher with the subjects who are historically situated. For the overall lesson planning, we adopted the didactic sequence model from Dolz and Schneuwly (2011), adapted in this work the reading of the fairy tales Sleeping Beauty, Cinderella by Charles Perrault, Donkey Skin, and Rumpelstiltskin by Brothers Grimm, in order to expand students' reading capabilities. The main focus of this work, therefore, is to contribute to the formation of an active reader aware in contemporary society. The results demonstrate a qualitative improvement in relation to the perception of the context of production and modalizations for the construction of reflective reading. However, we observed that the thematic content left a gap, indicating that it still needs other approaches for effective learning.