Sequência didática expandida: um percurso pontilhado pelos contos de Lygia Fagundes Telles

Abstract

When reflecting on the teaching of literature and literary reading practices, it is possible to raise some questions: are there still scenarios permeated by mechanical and unproductive methodologies? Are these methodologies based on literary chronology, historical contexts and author biographies? Are the students involved in these methodologies prevented from getting to know the true meaning of literature? Are critical, social and more humane citizens formed through literature? Literary readings have become more challenging every day, because they are seen by students as boring and unnecessary activities that are also often charged in a rigid form and out of context of the students' reality. Therefore, the objective of this study is to present a work proposal that demonstrates the possibility to promote the encouragement and pleasure of reading literary texts when dynamic and creative strategies are elaborated, developing the protagonism of the students and a collaborative learning. Hence, the choice of six tales by Lygia Fagundes Telles were fundamental for the proposal to be successful, since their storylines attracted the students' attention, encouraging an active and meaningful participation. This work is divided into three parts. The first chapter dealt the importance of teaching literature, highlighting in its two subchapters literary reading and the teacher's challenges to work on it in times when technology prevails in society and enters the school environment. As a theoretical foundation, the contributions of Regina Zilberman and Antonio Cândido were adopted. The second chapter was about with Lygia Fagundes Telles and her endless legacy left to literature, also showing in the two subchapters the tales as a genre and the Lygian tales. These studies were mainly based on authors Nelly Novaes Coelho and Vera Maria Tietzmann. The third chapter discussed the application and analysis of the Didactic Sequence and based especially on the guidelines of the author Rildo Cosson, who presents two proposals for didactic sequences: basic and expanded. In addition, we studied the official documents such as the Common National Curricular Base (BNCC). From the perspective of active methodologies, José Moran and multilingualism, Roxane Rojo. Attached is the Educational Product, a material that adds to literary reading practices in the classroom, from a motivating and participatory perspective, thus promoting individual and collective literary literacy. We would like to inform you that the methodology adopted was that of action research, of a bibliographic and qualitative nature, resulting in the elaboration of an Educational Product developed during the master's degree in Human, Social and Nature Sciences - PPGEN - at UTFPR, multicampi Londrina and Cornélio Procópio, and applied in an internship carried out in a school belonging to the public network, with an eighth grade middle school class, between the months of May and August 2022, in the morning. Lastly, it is hoped to share and contribute to an experience that has renewed and matured the way we work with literary readings, starting, above all, from a path followed by a dialogic and interactive action between the teacher and the students.