Contribuições da teoria histórico-cultural de Vigotsky para o ensino de leitura literária no ensino fundamental

Abstract

The research that gave rise to this dissertation is linked to the line of research "Theory of Education and Pedagogical Processes", of the Postgraduate Program in Education at the Pontifical Catholic University of Goiás. The object of the research is the teaching of children's literary reading in Elementary Education. Starting from a problem that seeks to understand how the contributions of historical-cultural theory can contribute to reshaping the teaching of literary reading beyond the instrumental perspective. The problem investigated by this research was: what contributions does historical-cultural theory make so that the teaching of literature in elementary school enhances students' creativity and sensitivity? The general objective was to understand and systematize the contributions of historical-cultural theory to promote qualitative transformations in teaching children's literature, to promote the development of creativity and human sensitivity in the process of training literary readers in Elementary School. The specific objectives were to outline the historical trajectory of literature teaching in Brazil from its creation to the current curricular and didactic configuration; discuss the problems in teaching children's literature highlighted in scientific publications in Literature and Education and understand the contributions of historicalcultural theory to the development of creativity and human sensitivity in the process of training the literary reader in Elementary School. The theoretical-methodological framework of the research is dialectical materialism and as a methodological procedure a theoretical bibliographic study was carried out on the contributions of Lev Semionovitch Vygotsky to teaching children's literature. The results showed the authors' concern with the need for a humanist formation that values classic literary texts in the same proportion, and texts that reflect a community and its cultural heritage, and other forms of texts such as videos, films, digital products, as well as, the choice of literary works consistent with the literary background that the student carries and the life experiences that he brings with him, so that in the process of literary literacy he becomes "the main agent of the pedagogical process. It was concluded that the theoretical contributions of Historical-cultural Theory provide several contributions to make improvements in the teaching-learning process of children's literature, highlighting among them the formation of students' attitude as subjects in the learning process and the development of creative imagination which is built at the interface between the objectivity of reality or the context of its production and the subjectivity of the poet and the reader