O conto em livros did?ticos do ensino m?dio: para uma perspectiva do letramento liter?rio

Esta disserta??o examinou a metodologia de ensino da literatura em livros did?ticos de L?ngua Portuguesa do ensino m?dio da rede particular e da p?blica, verificando, sobretudo, as propostas de ensino do conto, com base na Lei de Diretrizes e Bases da Educa??o Nacional (1996), nos Par?metros Curriculares Nacionais do Ensino M?dio (2002), nas Orienta??es Curriculares para o Ensino M?dio (2006) e na Base Nacional Comum Curricular (2016). Para tanto, investigou-se a transposi??o do conto do suporte original para o livro did?tico, bem como as propostas de atividades de leitura e compreens?o dos textos apresentadas em tais livros. Analisou-se, tamb?m, as semelhan?as e diferen?as acerca das propostas de ensino do conto nas duas cole??es did?ticas, denominadas, respectivamente, como A (rede particular) e B (rede p?blica) da regi?o de Montes Claros-MG, a fim de verificar se as atividades de leitura e compreens?o do texto liter?rio podem possibilitar o letramento liter?rio, como pr?tica significativa de leitura e, consequentemente, a escolariza??o adequada do ensino de Literatura na escola. A hip?tese ? que o conto foi apresentado de modo fragmentado nessas cole??es, o que impossibilitaria a concretiza??o do letramento liter?rio nessa fase de ensino. Esta pesquisa ? de cunho quanti-qualitativo e se desdobrou nas seguintes fases: uma pesquisa bibliogr?fica e uma pesquisa documental, durante a qual foi feita a coleta de dados, cujos livros did?ticos analisados s?o os seguintes: Cole??o Estudo ? L?ngua Portuguesa (2016), de Fl?via Roque, volumes I, II, III e IV do 1?, 2? e 3? anos e Portugu?s: contexto, interlocu??o e sentido (2013), de Maria Luiza M. Abaurre, volumes I, II e III. Tal estudo justifica-se porque o ensino do conto ? relevante nas aulas de literatura no ensino m?dio, pois aproxima o leitor da literatura, bem como valoriza o car?ter humanizador desse conte?do curricular. Os resultados desta pesquisa demonstraram que n?o h? uma escolariza??o adequada da literatura por meio dos manuais did?ticos A e B. Por isso, espera-se que esse estudo possa contribuir para se repensar a literatura no ensino m?dio, principalmente, no que diz respeito ? forma??o do leitor liter?rio e ao letramento liter?rio a partir do uso dos livros did?ticos de L?ngua Portuguesa.Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017.This dissertation examined the methodology of literature teaching in Portuguese Language textbooks within the high school private and public education systems, verifying how the tale teaching happens, based on the Brazilian Portuguese Initials for Law of Directives and Bases of National Education (1996), the Brazilian Portuguese Initials for High School National Curricular Parameters (2002), and also based on the Brazilian Portuguese Initials for High School Curriculum Guidelines (2006) and the Brazilian Portuguese Initials for National Common Basic Curriculum (2016) . For this purpose, it was investigated the transposition of the supporting original story into the textbook, as well as the reading activities and text comprehension purposes brought in those books. It was also analyzed the similarities and differences regarding the tale teaching purposes in both collections, which were hereby named as A (private education system) and B (public one), in order to check whether or not the reading and literary text comprehension activities enable the literary literacy as a meaningful reading practice and, thus, the adequate schooling of the Literature teaching in school. The hypothesis is that the tale was presented in a fragmented way in those collections, which may make it impossible to achieve the literary literacy at this stage of teaching. This is a quantitative-qualitative research and it was unfolded in the following phases: a bibliographical research and a documentary one, during which the data collection was accomplished, and the textbooks are the ones as follows: ?Cole??o Estudo ? L?ngua Portuguesa (2016)? by Flavia Roque, volumes I, II, III and IV, from the freshman to the senior years and ?Portugu?s: contexto, interlocu??o e sentido (2013)? by Maria Luiza M. Abaurre, volumes I, II and III. This study is justified by the fact that the tale teaching is relevant into the literature classes in high school, because not only does it approach the literature reader but it also values the humanizing character of curriculum content. The results of the present research point out that there isn?t an adequate schooling through the A and B textbooks. Therefore, it is expected from this study to contribute to the rethinking of literature in high school, especially concerning the literary reader and the literary literacy, by using Portuguese Language textbooks