Banca de QUALIFICAÇÃO: FELIPE EDUARDO PEREIRA CRUZ

TEACHER TRAINING: LITERACY PROPOSAL FOR EARLY CHILDHOOD EDUCATION AND ELEMENTARY EDUCATION

 WITH THE LITERARY WORK A VIDA ÍINTIMA DE LAURA, BY CLARICE LISPECTOR

Clarice Lispector. Literacy. Literacy teachers.

This dissertation is divided into two parts, the first of bibliographic nature and the second, of interventional character, has as general objective to understand how the reader training of teachers of Basic Education can positively affect their students. First we seek to establish relations between literary reading and teaching, as the literary text arrives in the classroom and what the PCN (1998) and BNCC (2019) say. At this stage we use the reflections of Zilberman (1993), Lajolo (2018) to verify how the process of schooling occurs and Maia (2007) to ratify the need for the training of literature reading teachers. To enter the universe of Claricean children’s literature, we did a literature review about the studies already done, as well as we searched in Coelho (1993) information about the universe of children’s literature, this literature designed for childhood that Once known, it becomes fascinating and is the result of processes that are shaped in adaptations and evolutions over time, updating according to their reception. In the second part, based on the initial conclusions drawn, we proposed a teacher training of Basic Education, to bridge the gap between these and literary reading. We developed a Pedagogical Notebook based on the work of Clarice Lispector, The intimate life of Laura (1999), from the reflections of Soares (2001), and Kleiman (2004), about reading and Letramento and Cosson (2006), within the literary teachers with the literary reading in the classroom. We analyzed Lispector’s children’s books, emphasizing Laura’s intimate life, highlighting the elements that contribute to the subjective formation of children in the praxis of Letramento and the training of teachers, literacy agents. We seek with teachers and their students to enunciate the Clariceana language, focus of our reflection and verify how the symbology of this narrative verb-visual awakens in both, especially in their students who are in permanently perceptive stage of wonder before the literary text, along with the process of schooling that comprises early childhood education. We conclude that literary reading only becomes viable through the training of literacy teachers, mediating subjects of poetic images, sensations and associations that are allowed by reading the children’s literary text and fundamental to the human formation of their students.