Banca de QUALIFICAÇÃO: THAILA DANIELLA DOS SANTOS HELLWICH

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : THAILA DANIELLA DOS SANTOS HELLWICH
DATA : 30/03/2026
HORA: 15:30
LOCAL: GoogleMeet
TÍTULO:

LITERARY READER TRAINING IN BASIC EDUCATION: READING MEDIATION FROM FIVE STORIES OF THE WORK "NÃO PRESTA PRA NADA", BY MARTA HELENA COCCO

PALAVRAS-CHAVES:

Training the literary reader, teaching sequence, Não preta pra Nada.

PÁGINAS: 114
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Letras
RESUMO:

This study stems from the understanding that literary reading, as a mediated social practice, can promote awareness, critical reflection, and the expansion of cultural repertoire. In this context, this research aimed to analyze how the mediation of literary reading, carried out through the application of a didactic sequence with five short stories from the work Não presta pra nada (2016), by Marta Helena Cocco, can contribute to the development of formative aspects of the reader in the first year of high school. Using a qualitative and exploratory approach, the research is based on the principles of action research, involving the planning, application, and analysis of a pedagogical intervention in a real classroom context. The theoretical framework is anchored in the studies of Cosson (2009; 2018), Colomer (2007), Candido (1981), Zilberman (1991), Martins (1988), Voltoline (2020), and Cocco (2009; 2016), who discuss literature, reader development, and the appreciation of regional literary production. The teaching sequence was developed over five classes, over two weeks, at the 21 de Abril State School in the municipality of Juína/MT. The activities included an introduction to the author, group reading, mediated discussion, video screening, illustration production, and the application of a diagnostic questionnaire before the intervention and an evaluative questionnaire at the end. The data from the diagnostic questionnaire revealed a weakness in the reading habits among the students. Although they recognize the importance of reading, most stated that they do not maintain a regular practice of literary reading, demonstrating a preference for digital content. Following the intervention, the work received a predominantly positive reception, with particular emphasis on the recognition of themes related to gender, social inequality, and family experiences. A symbolic strengthening of Mato Grosso literature was also observed, although the autonomous expansion of the regional repertoire did not occur immediately, demonstrating that the formation of a literary reader is not consolidated through isolated actions, but requires continuity and adequate structural conditions. Even so, the didactic sequence proved capable of mobilizing reflections and indications of formative constitution, reaffirming the potential of literature produced in Mato Grosso as an integral part of Brazilian literature and as a relevant resource for reader development in secondary education, provided it is systematically and mediatedly inserted into the school context.

MEMBROS DA BANCA:
Presidente - 121962002 - EVERTON ALMEIDA BARBOSA
Interna - 131981001 - SHIRLENE ROHR DE SOUZA
Externo à Instituição - DAGOBERTO ROSA DE JESUS - IFMT