Práticas de ler, ouvir ler e ouvir contar textos literários na escola: uma história registrada em cadernos de planejamento de professoras das séries/anos iniciais (1962 -2017)

Abstract

This text is the result of a phD Level research work, by the Post Graduation Porgram in Education from the Federal University of Pelotas. The study is within the field of History of Education, having as a general purpose investigating practices of Reading; Reading and Listening and Listening and Telling literary texts at school registered in planning notebooks of initial primary school year teachers (1962-2017), identifying changes and permanencies in their practices. To do so, I present the documental sources, which are: planning notebooks (class diaries) of teachers, safeguarded by the Center and the research group of History of Literacy, Reading and Writing and of Schoolbooks – Hisales. After that, I speak of the investigation methodology delimiting the research, the goals and the corpus of study. Then, I describe the practices of Reading; Reading and Listening and Listening and Telling that comprise te study results, considering the production of data in documents covering a time span of 55 years, characterizing them in terms of support of literary texts used by the teachers: classroom board, student’s and teacher’s notebook, mimeographed and photocopied sheets, journals aimed at teachers, textbook and children’s book; and the artifacts of the school material culture highlighted in the development of these practices: flannelgraph, puppets and cassette tape and compact disc – CD. Following up, I identify and detail the spaces where such practices were offered: school library, Reading classrooms and reading corner; as well as the teaching actions used by the teachers in the practices of literary reading along the period studied: reading projects, story time, role playing and delight reading. Concerning the literary texts proposed in these practices, I present the literary genres read/heard at school in this period and the titles and authors of the most recurring and permanent literary texts. Finally, I highlight the literary text “The Ant and the Grasshopper”, which is permanently used at school, being highlighted in at least one year of each decade studied.