Narrativas literárias no livro didático : Apoema 6º e 7º ano

Abstract

The act of narrating has accompanied human beings since antiquity, and because of the role narration plays in peoplE's lives, literary narrative was chosen as the object of study for this research, which is part of the Observatory of Reading and Literature (OLLI-UCS/CNPq) research group. The research is located in the field of Education and focuses on literary narratives in the Portuguese language textbook Apoema for the 6th and 7th grades. This research aimed to investigate how literary narratives are presented in the 6th and 7th-grade textbooks of the Apoema Collection and to problematize whether or not they contribute to the training of students as literary readers. In line with the general objective, the specific objectives are: (i) to explain the key concepts of narrative, as well as its functions in the context of human formation; (ii) to present how literary narrative tends to be addressed in textbooks published by the PNLD; (iii) to map the narratives published in the 6th to 9th-grade textbooks of the Apoema collection; (iv) to categorize the narratives present in the 6th and 7th-grade textbooks of the Apoema collection; and (v) to discuss the role of literary narrative in the formation of students. The study's mobilizing question was formulated as follows: how are literary narratives presented, and how do they contribute or not to the formation of literary readers? The methodological approach included bibliographical and documentary research inspired by content analysis (Bardin, 2016). The explication of emerging categories - marks of narrative language, themes addressed in the narratives, and possible effects of reading - was fundamental to this study. The examination carried out on the literary narratives shows that (i) the narrative fragments are used to carry out exercises in favor of the content selected for the specific teaching levels; (ii) the choice and fragmentation of the texts predominantly take into account thematic issues or the pragmatism of the language, without taking into account the literary language, which does not favor the construction of a repertoire for the students who use the books and, consequently, (iii) the approach proposed for the narratives in the collection does not contribute directly to the formative path of literary readers. [resumo fornecido pelo autor]