Livro Didático: um solo fértil ou árido para o desabrochar do leitor literário?

Abstract

This dissertation is the result of research developed in the Graduate Program in Language Studies of Universidade Federal de Mato Grosso do Sul (UFMS). We discusses the formation of the literary reader in the school, from the textbook Português: Linguagens, of Cereja and Magalhães (2015), used in the 6th year of the Municipal School network of Campo Grande, Mato Grosso do Sul, in addition to other regions of Brazil. The focus of analysis of the material is focused on how the literary texts are addressed, that is, what activities are proposed from them and, as a consequence of this investigation, propose suggestions of work in the classroom based on the texts proposed in the book didactic, contributing to the optimization of time and resources, which can contribute to the action of the teacher in the process of formation of the literary reader in school. In the research path, we conducted a theoretical survey on the history of reading, discussed the label "infantile" and "child-juvenile", we address the importance of reading and the literary reader, discussing the formation of the literary reader and, finally, literature and textbook. The objective of the analysis, from a qualitative and interpretative perspective, is to discuss the formation of the literary reader in elementary school, as well as to present alternatives that contribute to the pleasure of literary reading, disconnected from a series of exercises related to the model of annotation of answers, widely proposed in the textbook analyzed. The results show that the textbook generally adopts an approach linked to the search and reproduction of information exposed in the text, as a way to test the student's understanding of the narrative. This perspective can make the material an arid soil in the process of blossoming from literary reading, however, the alternatives adopted by the teacher contribute to the transformation of this scenario. Key-words: Reader training; Textbook; Elementary School; Reading