ORALIDADE E LITERATURA NA ESCOLA: UMA EXPERIÊNCIA COM OFICINAS DE LEITURA

Abstract

The writing in this Academic Memorial presents reflections on the intervention project entitled Orality and literature in the school: an experience with reading workshops, as well as on my self-reflexive formation process. The project is the result of the worries born in the discussions engendered in the Professional Master's Degree in Literature - PROFLETRAS / UFBA and my practice as a Portuguese Language teacher, when I realized that my students had few experiences with reading literature, had not yet built a sense of belonging to their ethnic origins and much less considered the oral manifestations present in their family and social circles as important symbols of the culture of their region. Thinking then of enabling them an important experience for their formation as a human person and as a reader of literature, is that they were worked on in this project, through reading workshops, the riverside narratives and the reading of an Afro-Brazilian literature. As a result of the project, it is possible to recognize the need to continue bringing the oral language culture that is experienced by the students in their social and family environment to the environment of the Portuguese language classes, as well as a juvenile literature in which it recognizes positively as Afrodescendant , giving this subject conditions to build, as a reader, but mainly as a human person. Among the theoretical subsidies that guided the present research are the studies of Cosson (2018), Dalvi (2013), Debus (2017), Freire (1979,1987,1998), Kleiman ( 2001, 2005, 2016), Matos ( 2014), Matos e Sorsy ( 2009), Ong ( 1998), Petit (2009, 2010), Ribeiro (2017), Soares (2004, 2011), Solé (1998), Souza (2011), Traça (1992). This research is also guided by Law 9394/1996, amended by laws 10.639 / 03 and 11.645 / 08, respectively.