Banca de QUALIFICAÇÃO: LUZIA PESSOA DE ARAUJO

STOP MOTION: A WAY OF READING THE SHORT GENRE IN PORTUGUESE LANGUAGE CLASSES IN ELEMENTARY SCHOOL

Stop Motion. Reading Training. Literary Reading, Teaching the Portuguese Language.         

This research had stop motion as its object of study: a way of reading the literary genre short story in Portuguese language classes in elementary school. As a main objective, we seek to analyze how the literary work, the short story, contributes to the formation of independent, proficient readers, who will be able to use literature in their social context, handling technological elements and cultural instruments to build with them a meaning for themselves and for the world in which they live motivated to read. Theoretically, the proposed investigation is based on the assumptions presented about multiliteracies by ROJO (2013); the possibilities of understanding literature by CANDIDO (2011), MACHADO; PEGEAUX (1988), HOLANDA (2018) and LAJOLO (2018). About language and technologies, we spoke with RIBEIRO (2021). We also look for BAKHTIN (2011) and his important contributions to the theory of literature and the dialogic and polyphonic nature of literary works; LÉVY (1998) and what the virtual represents in the field where the real emerges, as a space for creation and innovation; the typologies and conceptions of reading by JOUVE (2002); studies on literary literacy by COSSON (2017), among other arguments from authorities. From a methodological point of view, we opted for action research and an existentialist qualitative approach. We discussed with René Barbier (2007) and Michel Thiollent (1986), as we understand that the former contemplates an existential perspective, one of the aspects of the literary genre, and the latter, a social perspective, but both defend the use of research as an action that allows studies that seek to mitigate problems involving places of dialogue, such as school. The corpus of analysis is made up of material generated during the proposed sequence, more specifically in the application of techniques such as: readings, conversation circles, models, images and videos. We believe that literature leads to the mastery of the word itself and that it is possible to give different treatment to reading practices and text comprehension in Portuguese language classes and possibly prove significant interests of students, when experiences with collaboration are emphasized of literature.