Name: NADINE VASCONCELOS ALVES LOPES BRAGA
Publication date: 11/08/2025
Examining board:
Name |
Role |
|---|---|
| ARLENE BATISTA DA SILVA | Presidente |
| MARIA AMELIA DALVI SALGUEIRO | Examinador Interno |
| MARIANA PASSOS RAMALHETE | Examinador Externo |
Summary: This research aimed to analyze the literary reading experiences of 9th grade
students from an elementary school located on the outskirts of the municipality of
Guarapari-ES. The study was based on the principle of encouraging and valuing the
reading of literary works, recognizing it as a necessity for the student’s integral
human development. As a theoretical framework, this work was grounded in
Historical-Critical Pedagogy, in dialogue with Historical-Cultural Psychology, through
the works of Saviani (1986, 2011, 2014), Duarte (2001), Anjos and Duarte (2016),
Martins (2016), Marsiglia and Della Fonte (2016), Marsiglia, Martins and Lavoura
(2017), among others. Regarding the critique of Conceição Evaristo’s work and
studies on Afro-Brazilian Literature, this research relied on the studies of Duarte &
Nunes (2020) and Machado (2014). The methodology was divided into two distinct
stages: first, a bibliographic review of the central themes of the dissertation; then, an
exploratory study inspired by action research, conducted with a 9th grade class of
approximately 30 students. As data collection instruments, a questionnaire was
applied to identify the students’ initial context and repertoire of literary reading,
followed by the development of a pedagogical project, from the perspective of
Historical-Critical Pedagogy, for the mediation of the short story “Zaíta esqueceu de
guardar os brinquedos” by Brazilian writer Conceição Evaristo. This was
complemented by students’ text production and rewriting, and concluded with an
assessment of learning and data production through a focus group. The results
obtained include: students’ approximation to critical reading, contributing to the
omnilateral formation of the class involved in this study; students’ perception and
understanding of the relationship between “content and form” (respectively, the
comprehension and analysis of the theme present in the story and the narrative
elements) as inseparable components for the adequate and integral interpretation of
the literary text; and the reading of a text which, according to the focus group reports,
contained realism and led students to unveil their own reality in many aspects. In
conclusion, the production of meaning by the students was observed during the
development of the pedagogical project, through elements such as the change of
setting (from classroom to auditorium) and the mediation of the text, which was
placed at the center of the entire work. The reading was carried out integrally, in light
of the dialectical concept of mediation proposed by Historical-Critical Pedagogy.
Keywords: Literary reading, Conceição Evaristo, Mediation, Historical-Critical
Pedagogy, 9th-grade of Elementary School.
