Leitura literária na perspectiva da pedagogia histórico-crítica: um projeto pedagógico a partir do conto "Zaíta esqueceu de guardar os brinquedos" , de Conceição Evaristo no 9º. ano do Ensino Fundamental
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Data
2025-08-11
Autores
Braga, Nadine Vasconcelos Alves Lopes
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Universidade Federal do Espírito Santo
Resumo
This research aimed to analyze the literary reading experiences of 9th grade students from an elementary school located on the outskirts of the municipality of Guarapari-ES. The study was based on the principle of encouraging and valuing the reading of literary works, recognizing it as a necessity for the student’s integral human development. As a theoretical framework, this work was grounded in Historical-Critical Pedagogy, in dialogue with Historical-Cultural Psychology, through the works of Saviani (1986, 2011, 2014), Duarte (2001), Anjos and Duarte (2016), Martins (2016), Marsiglia and Della Fonte (2016), Marsiglia, Martins and Lavoura (2017), among others. Regarding the critique of Conceição Evaristo’s work and studies on Afro-Brazilian Literature, this research relied on the studies of Duarte & Nunes (2020) and Machado (2014). The methodology was divided into two distinct stages: first, a bibliographic review of the central themes of the dissertation; then, an exploratory study inspired by action research, conducted with a 9th grade class of approximately 30 students. As data collection instruments, a questionnaire was applied to identify the students’ initial context and repertoire of literary reading, followed by the development of a pedagogical project, from the perspective of Historical-Critical Pedagogy, for the mediation of the short story “Zaíta esqueceu de guardar os brinquedos” by Brazilian writer Conceição Evaristo. This was complemented by students’ text production and rewriting, and concluded with an assessment of learning and data production through a focus group. The results obtained include: students’ approximation to critical reading, contributing to the omnilateral formation of the class involved in this study; students’ perception and understanding of the relationship between “content and form” (respectively, the comprehension and analysis of the theme present in the story and the narrative elements) as inseparable components for the adequate and integral interpretation of the literary text; and the reading of a text which, according to the focus group reports, contained realism and led students to unveil their own reality in many aspects. In conclusion, the production of meaning by the students was observed during the development of the pedagogical project, through elements such as the change of setting (from classroom to auditorium) and the mediation of the text, which was placed at the center of the entire work. The reading was carried out integrally, in light of the dialectical concept of mediation proposed by Historical-Critical Pedagogy.
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Leitura literária , Conceição Evaristo , Mediação , Pedagogia histórico-crítica , 9º. ano do Ensino Fundamental , Literary reading , Mediation , Historical-critical pedagogy , 9th-grade of Elementary School , Pedagogia histórico-crítica , 9º. ano do Ensino Fundamental , Literary reading , Mediation , Historical-critical pedagogy , 9th-grade of Elementary School