A literatura de cordel nos anos iniciais do ensino fundamental uma experiência literária da turma do 5º ano de uma escola pública do município de Bacabeira-MA

Abstract

This dissertation addresses to investigate the formation of the reader and producer of literary texts, based on the genre of cordel literature, aiming at the elaboration of didactic guidelines to promote teaching practices at the research field school in the municipality of Bacabeira, Maranhão. The general objective of the research is to investigate ways of organizing reading instruction in 5th grade elementary school classes the genre of cordel literature, in order to support the development of teaching guidelines for 5th grade from a public school in the municipality of Bacabeira, MA. The study was guided by the following questions: What theoretical and practical conceptions about reading do teachers of the Early Years of Elementary research field school, hold? How do these teachers approach reading in their daily pedagogical practices in the classroom? Watch theorical and practical elements should be included in a teaching guide to forter reading skills in 5th grade elementary school children thought cordel literature as a basis for developing a set of teaching and learning guidelines. In what ways can a Literary and Pedagogical Guidance Handbook on Cordel Literature contribute to the teaching of reading within the context of children’s reading development? Based on these considerations, the following central research question emerged: how can the development of a literary and pedagogical guidance handbook on Cordel Literature contribute to the processes of reading and writing within the context of reading development for students in the early years of Elementary Education at a public school in Peris de Baixo, Bacabeira, Maranhão? The theoretical framework included reference authors in the field of reading and writing studies, such as Bakhtin (2017), Cagliari (1993), Cosson (2010), Divides (2009), Dococ and Gattolim (2015), Gomes (2018), Lajolo (2008), Oliveira (2010), and Solé (1958), among other researchers who address literary reading. Data collection instruments included participant observation, field diaries, and interviews. The research participants were fifth-grade Elementary School students and five teachers who teach Portuguese Language in the classes investigated during the afternoon shift, where the research was conducted. The pedagogical intervention took place in the second semester of 2024 in a fifth- grade class, involving the development of a didactic sequence with the students. Data analysis and interpretation were carried out through response charts, tables, and photographs. The results of the research indicate that teaching reading and writing through Cordel Literature can significantly contribute to the development of critical thinking.