O texto em cena: dialogismo e interação no ensino do gênero textual conto de fadas no 6º ano do Ensino Fundamental

Abstract

This work has by general objective to identify in the dialogism and interaction theories, from Backthin and researchers of his ideas, teaching strategiesof the textual gender tale to the developmentof reading abilities associated to it. We have as a hypothesis that to implement the dialogism throughthe reading of texts that relate to each other, in an explicit or implicit intertextuality process, comparing them in textual and contextual perspectives, may contributeto a more efficient reading comprehension of the sixth year’s studentsof the Elementary Education.To test this hypothesiswe have established the following goals: to diagnose, through the application of traditional questions, the reading comprehension level of the students through aninitial test; to evaluate the initial results obtained; to implement diversified reading and in different semeiosis of the "Chapeuzinho Vermelho" story, promoting dialogical relationsamong the texts, the song and the video; to evaluate the partial resultsand to implement the final diagnostic.Therefore, the theoretical foundationstructures itself mostly from seminal works of Bakhtin (2003, 2013, 2014) and of his main researchers, like Fiorin (2016), Brait (2005), organizer of a work about dialogism and meaning construction in Bakhtin, and Barros &Fiorin (2011), addressing other important concepts of the soviet theoretical, like polyphony and carnivalization. For reading skills, work with the textual gender Talee construction of the intervention proposal, we used as references Koch &Elias (2008), Rodrigues (2012) and Santos, Riche & Teixeira (2013). It has been optedby the action-research, for it goes from the researchercontext, allowing the production of a more practical knowledge.