| dc.description.abstract | The study investigates the argument written by apprentices from the 5th year of elementary
school and through the processes of reading and retelling fables, as well as the written
production of comments. We understand that literary reading mobilizes the argument and that
the fables are presented as a privileged genre, considering its compositional structure and
communicative function. We defend the thesis that the reading of the fables, being a text with
lessons of moral and social, raises in the subjects reflections on the reality, leading them to
express their opinions based on different types of arguments. The study is qualitative, on the
practice of intervention procedures, in a public school in the city of Goianinha - RN, in a class
from the 5th year of primary education, 22 students, aged between 9 and 15 years old . In the
field research’s course, four reading sessions were carried out, followed by comment
production based on a question sent by the researcher, and 4 re-reading sessions, followed
by the written production of comments from the analysis and reflection of the comments
produced in the sessions of reading, in this way, in the re-reading the subjects assumed the
condition of commentator of the opinion expressed by their colleagues in the reading sessions.
As a data record, audio and video recording were adopted. The following fables were read and
reread by Monteiro Lobato (2015): A assembleia dos ratos (The assembly of rats); O burro juiz
(The donkey judge); O reformador do mundo (The Reformer of the World); e O rato da cidade
e o rato do campo (The City Rat and the Field Mouse). The reading and re-reading sessions
were developed according to the sketch methodology, produced by Graves and Graves
(1995). The data corpus consists by the comments made during the reading and re-reading
sessions. The analysis is supported by the Amarilha (2012; 2013), Fontana (2005), Zilberman
(2003; 2010), Eco (1996; 2014), Bloom (2010), Yunes (2003) and Compagnon (2009), while
reading and literature, studies; Leal e Morais (2006), Freitas (2005), Damásio (2012), Faria
(2004) and, mainly by, Perelman and Olbrechts-Tyteca (2005) and Banks-Leite (2011), as to
written argumentation; Mackay (2001), as a questions’ formulation; Koche, Boff e Marinello
(2017), as the production of comments, among others. The analysis points out that individuals
can develop written argumentation after reading / retelling fables, appearing predominantly the
arguments of quasi-logical types and based on the structure of the real. Thus, it draws attention
to the continuity from the study in terms of the investigation, also the emergence conditions of
arguments underlying the structure from the real. We emphasize the importance of reading
this genre in the classroom, in the early years from elementary school, as a motivator for the
written argumentation development, including, as students of literature. Finally, we highlight
the importance of the formation from the literature mediator to meet the needs of the interface
between literary reading and written argumentation. | |
