O romance policial e o diário de leitura em sala de aula: letramento literário construído a partir do mergulho no mundo de Sherlock Holmes

Abstract

The works relate to the promotion of literary reading is always relevant, given the frequent difficulties of its effectiveness in the classroom in the contemporaneity of Brazilian public schools. Specifically here, this data is confirmed verified by previous research performed in a group of 8th year when detecting too much linkage of these students to the technological means, preferring them to the practice of reading. Thus this work aims to analyze the results of a pedagogical proposal, which associates motivational practices and reading diaries, propitiating literary literacy appreciating the subjective aspects of the reader and filling the empty of the text by this same reader in contact with literature. For this the novel Sir Arthur Conan Doyle's The Dog of the Baskervilles was chosen as the starting point for reading the mystery novel and for being its protagonist Sherlock Holmes who although created more than a hundred years ago, still is present in the current context being updated re-read and (re) adapted to other supports such as cinema games and TV series and thus near to the students' experiential universe. It is important highlighted this study wander the paths of the methodology of action research since it returns to the community in order to ease their problems realizing all as co-participants in the process of building transformations and co-responsible for the advances within a community. For this the actions are used of the expanded didactic sequences of Cosson (2009) and his theoretical-methodological conceptions and of the reading diaries made by the students as foment of conclusive data of possible successes. The work also is theoretically anchored in Sodré's (1985) and Eco (1970), Reimão's (1983) and Todorov's (1969) approaches to the discussion of mass literature in social life to the crime novel as a narrative genre; of Cosson (2009; 2014) when dealing with literary literacy; of Bogdan & Biklen (1994) and Thiollent (1996) about research and action research; of Machado (1998) on reading journals and Rouxel et al. (2013) about the subjectivity of the reader. The results itself obtained represented a greater involvement of the students with the literary reading strengthening this literacy, recognizing themselves as part of the communicative relationship with the work and with the author because they put themselves in the participant position either in filling the empty of the text or in the possibility of placing themselves in front of the text critically as shown in the reading diaries. Just as it was possible to transform reading cultures by providing spaces for "reading" inside the school, either in the transformation of physical spaces such as the reading room and others or even in the spaces during the class time, reading is not suggested during the classes, but it has been done and shared, expanding itself to several areas of knowledge and reaching other classes at school.