Literary dialogues in the 9th grade of Middle School: production of short reports and short tales based on narratives by Marina Colasanti
Portuguese language. Literary reading. mini-reports. short stories. Literary Literacy.
This research of pedagogical intervention in Portuguese language classes, in a 9th grade class of Middle School, of a public school in the city of Taquarana-AL, aims to promote reflection on the practice of literary reading in the classroom and analyze interactions with literary texts from the development of students' reading and interpretation skills; in addition to encouraging the production of mini-stories and mini-reports by students about the aesthetic effects experienced with reading, considering the perspective of literacies (FREIRE, 1981; SOARES, 1989; KLEIMAN, 1995; ROJO, 2012; STREET, 2014), in particular, literary literacy (COSSON, 2014; 2019), which adopts strategies of reading, comprehension, interaction and interpretation. Still, as a basis for reflection, we will follow the conception of Literature as an inalienable human right, by developing a transforming and reflective sensitivity (CANDIDO, 1995), in addition to these fundamentals, we are going to address the similarities and differences between short stories and chronicles (GOTLIB, 1995; CANDIDO, 2003). To this end, we are going to adopt action research as a methodological approach (PINTO, 1989) and the procedures will focus on the participation of those involved throughout the process; for that, readings, discussions and analysis of texts will be promoted, which will be taken to the classroom, activity and field diary of the teacher.