A linguagem na comunicação e a formação do leitor crítico nos anos iniciais: as fábulas na construção do significado do texto

Abstract

This study aims to analyze the contribution of the Critical Reading of the fable as a strategy for understanding the message implicit in the text and its meaning in the context of society by students of the 5th year of Elementary School. It covered the area of Portuguese Language, based on Curriculum References for the Initial Years of Elementary School. Several authors support this study, such as: Tarnowski, Lawall e Devegili (2021), Ponta Grossa (2020), Silva (2019), Cunha (2018), Almeida (2017), Wallace (2017), Bardin (2016), Gaitas (2013), Oliveira (2011), Monroe (2011), Dohme (2010), Arruda (2010), Gil (2008), Cafiero (2005), Soares (2004), Vygotsky (2001), Fairclough (2001),Coelho (2000), Gadotti (2000), Heberle (2000), Salm (1999), Souza (1998), Bakhtin (1997), Stefani (1997), Bárbara (1995), Dailey (1994), Bloom (1956), among others. The methodological line was qualitative, of applied nature and action research. The techniques used for data collection were: field diary notes, video recordings, full transcripts, photographs, written productions, drawings and verbal discourses of the students was evaluated level of reading comprehension of the students about the genre of the fable and pedagogical reading strategies addressed for this genre were developed in the researched environment. The results reveal that the students' engagement in discussions about the content of the fable and its interrelationship with everyday situations, leads to a critical position regarding social reality. From this it is concluded that, approaching the critical reading of the discourse of the textual genre of the fable, can effectively contribute as a strategy, which will promote the understanding of the values and social conventions implicitly determined by the text and will provide the formation of concepts related to the social context. This study presents as a final product, the production of an E-book that covers reading strategies, applied in the form of pedagogical procedures in the researched environment, in an articulation between theory and practice that aims to serve as a pedagogical support for the practice of reading. New studies may arise from these results and expand the knowledge focused on this.