Banca de QUALIFICAÇÃO: ALANE LIVIA ROCHA DAS CHAGAS

FABULATING IN A CLASSROOM: A PROPOSAL FOR THE LITERARY LETTER

Fable genre. Literary literacy. Action-research.

This research aims to understand how the use of the fable, based on students' domain literacies, can contribute to a better receptivity of the literary text in the classroom. Methodologically, it is an action research (THIOLLENT, 2002) because we act in a real context, having a climate of collaboration between researcher and researched, in the sense of seeking solutions to the observed problem. Based on the analysis of the problem, we elaborated a teaching plan that was guided by the proposal of a didactic sequence of Schenuwly and Dolz (2004) and Cosson (2009), making use of fables of Aesop and of the multiple literacies (ROJO, 2009), musical , family, school, integrating them with the activities of reading and understanding the genre in question. In the tangent to the approach, we focus on the qualitative analysis of the data, analyzing the information, facts, without stopping the interpretation of numbers (MARTINS; THEOPHILO, 2007), being our corpus texts, videos, and photographs, which record the sequence applied. In theoretical terms, we are based on the contributions established by Cosson (2009), Kleiman (1995, 2005, 2006), Rojo (2009), Soares (2009), Terra (2014) and Bakhthin (2006). The results indicate that the students reacted positively regarding the reception of the fable in the perspective in which it was worked. It is possible to conclude that there is a need to reflect on the methodologies used in the school in accordance with the literary contents and also the effectiveness of these methods, pointing to a possibility of teaching focused on the interests of the learner, believing that this is a possible way for the best acceptance of literature as a reading, learning proposition.