Gildene Lima de Souza Fernandes, Marly Amarilha, Alessandra Cardozo de Freitas

LITERATURA E COAPRENDIZAGEM NA DOCÊNCIA

Introduction

Literatura e coaprendizagem na docÊncia. Descubra como a literatura de metaficção impulsiona a coaprendizagem em práticas de leitura e escrita para crianças. Estudo revela mediação pedagógica como um processo mútuo e enriquecedor.

Abstract

Este artigo discorre sobre um estudo motivado pela necessidade de fomentar o debate acerca da mediação da formação leitora e escritora de crianças já alfabetizadas. Tem por objetivo analisar o potencial da literatura de metaficção para possibilitar a reflexão acerca das práticas de leitura e escrita literárias na escola. Fundamenta-se nos estudos sobre literatura, metaficção e ensino. Numa perspectiva qualitativa, se apoia nos princípios da análise de conteúdo para o estudo de textos orais e escritos de crianças do 5º ano do ensino fundamental, de uma escola pública de Natal/RN (Brasil), durante uma intervenção pedagógica  constituída por sessões de leitura literária, de escrita e reescrita de textos autorais. Os resultados revelaram que a mediação para a escrita via leitura de metaficção constitui-se em um processo de coaprendizagem: as crianças se experimentaram como escritoras e a mediadora como interlocutora aprendiz dos processos de ler e escrever literatura.

Review

This article addresses a highly relevant and important topic within educational research: the development of reading and writing skills in already-literate children, particularly through the lens of literary metafiction. The paper's stated objective—to analyze the potential of metafiction to foster critical reflection on literary practices—is both innovative and timely, offering a fresh perspective on how to deepen engagement with literature beyond mere comprehension. By focusing on a "co-learning" process, the study suggests a valuable paradigm shift in the dynamics of literacy education, moving towards a more reciprocal and empowering learning environment for both students and educators. From a methodological standpoint, the study adopts a qualitative perspective, which is well-suited to exploring the nuanced processes of literary engagement and reflection. The use of content analysis applied to oral and written texts generated by 5th-grade students from a public school in Natal/RN, Brazil, during a pedagogical intervention, provides a concrete framework for data collection. The intervention itself, comprising sessions of literary reading, writing, and rewriting, appears robust in its design to facilitate the desired critical engagement. The revealed outcomes—where children experience themselves as writers and the mediator as an apprentice interlocutor—underscore the transformative potential of such an approach, highlighting a reciprocal learning model that could significantly enhance pedagogical practices. While the abstract promises an insightful exploration, a full review would benefit from more detail on the theoretical underpinnings and the specific analytical framework employed for content analysis. The findings, suggesting a process of co-learning where roles are fluid and reciprocal, offer significant implications for teacher training and curriculum design, particularly in fostering genuine literary engagement. However, the scope, limited to a single school and age group, might warrant a discussion of generalizability in the full paper. Overall, this work presents a compelling argument for the strategic integration of metafiction in literacy education, offering a valuable contribution to the field and meriting further development and dissemination.

Full Text

Comments

You need to be logged in to post a comment.