O papel mediador de paratextos na leitura literária de estudantes do quarto ano no ensino fundamental

Abstract

This dissertation aims to investigate, from the way students interact with examples selected by PNBE 2014, the role of the paratext of these literary works in the choice/reading of a title by children. We propose as a guiding question of this study: How do paratextual elements influence the literary reading of fourth grade students? The theoretical framework that underpins the research privileges Araújo (2008); Genette (2009); Ramos (2010); Colommer and Camps (2008); Kramer (2002); Nikolajeva and Scott (2011); Lyons (2011); Hunt (2014); Zilberman (2003; 2008) and Vygotsky (1998; 2001). As for the methodological procedures, the construction of data occurs through a focus group (GATTI, 2005) and the treatment of the data follows principles of discursive textual analysis (MORAES, 2003; MORAES; GALIAZZI, 2006). This study is qualitative, based on data built on two focus groups and each group had two meetings with two different groups of students from the fourth year of elementary school. The first meeting aimed at the selection of literary books and the second focused on the reading of the chosen works. The empirical data allowed the emergence of the following categories: a) Students' reading preferences; b) Concepts of reading at school and paratexts; c) Library (organization of books - the orientation of literary reading in the library by paratextual elements) and (interaction with paratext in the library); d) Paratext on selection; e) paratext on reading books. The study's conclusions point to the author's title, cover, synopsis, and name as the privileged paratexts in the selection of children's literary works at school. The composition and unfolding of paratexts in selection and reading favor the interaction of students with literary books.