Archangelo, Marina Cristiane USP 2020-04-03 Abstract: Michaelis (2019) defines hunger as "a situation of food shortages; indigence, mis...
Archangelo, Marina Cristiane
USP
2020-04-03
Abstract:
Michaelis (2019) defines hunger as "a situation of food shortages; indigence, misery, poverty, shortage of food, urgent desire or need". There is a great and oppressive 'hunger' in our educational environment: the lack of quality in public education and the daily difficulties directly reflect on the limitations of our society. What is missing? Hunger itself. Hungry to know. Hungry to teach. Hungry to do. Hungry for change. Hungry to be. In this perspective, the work described here is part of the concern to expand the literacy of our students, awakening interest in literary readings and seeking to improve students' reading and writing skills, in a dialogical approach. Working with text within Portuguese language classes is paramount. It is from the empowerment throught literacy - 'empowerment' through the literacy advocated by Kleiman (2004) - that we will actually see a transformation of the social order. The sequence of activities that we experienced in the classroom, began with readings taken in a room of the Sixth Year of Elementary School - Final Years. We were based on three wonderful tales by the author Marina Colasanti. The inventive and playful plot of the tales "Hora de Comer", "Of the name Puppy" and "E were so small", besides arousing the interest of young students, also allowed to establish a parallel between the real facts and the fictional facts present exclusively in the literary universe. After reading, there was a textual production by the students, in two versions, resuming the characteristics of the studied genre. We hoped that our students would be able to present marks of subjectivity and authorship in their texts, in addition to the essential coherence and cohesion for a good text. This research was based on BAKHTIN (2006), KLEIMAN (2004), MARCHUSCHI (2008), FRANCHI (2006), TODOROV (2010), among others. We observed that, although not all students were able to produce wonderful tales, many came close to that and created narrative structures suitable for their grade. In addition, some texts showed significant creativity and potential.
