Uma proposta de intervenção com a ressignificação das atividades da olimpíada de língua portuguesa escrevendo o futuro : a apreensão da literariedade do gênero crônica à guisa do letramento literário

Abstract

A Literature Teaching based on practices of reading and writing of literary texts, focusing on their literary nature, constitutes the principle and purpose of Literary Literacy. In view of this, this Professional Master's Dissertation in Languages promotes a discussion about how can the Olimpíada de Língua Portuguesa Escrevendo o Futuro - OLPEF (Portuguese Language Olympiad Writing the Future) - improve the teaching and learning of reading and writing of texts in Elementary School and, simultaneously, favor for an effective Literature Teaching. Because of these reflections, it is suggested a Proposal of Intervention that aims at re-signifying the activities of the OLPEF itself for the apprehension of the literary nature of the Chronic Gender, according to Literary Literature. The motivation for the research is given by the fact that there is a considerable gap involving this OLPEF: although most of the Discursive/Textual Genders are of Literature, the work with literary texts is not evidenced nor exploited in all its potentialities. Therefore, the general objective analyzes how the didactic strategies of the OLPEF can favor Literature Literacy in Literature Teaching. The guiding proposition of the research evaluates how the OLPEF provides subsidies for the improvement of the reading and writing axes of the students involved in the process and verifies how the Literary Literature can, at the same time, be promoted. To that end, it is proposed a re-signification of the oral, reading, listening, interpretation, analysis, writing, re-reading and rewriting activities of the Chronic Gender developed within the Workshops that make up the Didactic Sequence of OLPEF, based on the conceptions and perspectives of Literary Letting, principle that approaches the text in its literariness. Thus, the methodological orientation is of an applied qualitative nature, with an interventionist and propositional approach, and was anchored by the application of the Workshops, which make up the OLPEF, in a ninth grade class of Elementary School, in a Public School from rural zone, in the municipality of Garanhuns, Pernambuco State, with the re-signification of the activities and, finally, the date collected, analyzed, interpreted and discussed, having as principle and purpose a significant and plural Literature Teaching. The theoretical/critical referential of this research is composed mainly by the ideas of Bakhtin (1997), Dolz, Noverraz and Schneuwly (2004), Antunes (2003, 2006, 2009, 2010, 2012, 2016), Koch and Elias (2009), Paulino and Cosson (2009), Dolz, Gagnon and Decândio (2010), Dalvi, Rezende and Jover-Faleiros (2013), Barbosa (2014, 2015), Dolz (2016), Cosson (2010, 2011, 2016) and Laginestra and Pereira (2016), authors who reveal reflections, more generally, in relation to Literature Teaching, and more specifically, taking into account the reading and the formation of the critical reader, writing and access to literate society, Chronic Gender and the contribution of the Literary Literature, besides discussing the methodological device Didactic Sequence, which runs through the OLPEF, supported by the social and discursive interactionism approach. As a result, it was realized that the Olimpíada de Língua Portuguesa Escrevendo o Futuro is a didactic resource that, in addition to positively interfering with the process of reading and writing the literary text, is capable of contributing to the apprehension of the literaryness of the Chronic Gender in the guise of Literary Literature, which was proven through the Intervention Proposal.