Círculos de leitura: o desenvolvimento de letramento literário em aulas de Língua Inglesa em turmas de 5º ano de uma escola com currículo bilíngue

Abstract

The present work uses the methodology of literature circles, as it is defined by Cosson (2014) and Daniels (2002) in the bilingual education context. It is characterized as a form of action research, as we intervened in pedagogical practices by using the methodology of literature circles to work with a literary text inside a language classroom and reflected on the practices implemented. The data collection was made during four weeks in Applied English and Arts classes in three 5th grade groups, which were part of a bilingual curriculum school (Portuguese English) in the state of Rio Grande do Sul. The short story The Wizard and the Hopping Pot, by J.K. Rowling, was the reading material of the classes that were divided in three moments: pre-reading, reading and post-reading. The main objective of this research is to understand how literature circles can help students in developing literary literacy and abilities to understand the text. Therefore, the data analysis is grounded on the principles of literary literacy (COSSON, 2015), literature circles (COSSON, 2014; DANIELS, 2002), mediation of literature comprehension (SANTANA e ANDRADE, 2018), bilingual education (MEGALE, 2019), CLIL (COYLE, HOOD and MARSH, 2010), reading strategies (PRESSLEY, 2002 apud SOUZA and COSSON, 2011), ZPD (VYGOTSKY, 1978), scaffolding (WOOD, BURNER and ROSS, 1976; DEVOS, 2016) and reading/learning as a social practice (SCHLATTER and GARCEZ, 2012). The results involve reflections about students’ perceptions prior to the literature circles classes, about the reading strategies that were noticed in learners’ contributions and about scaffolding development between the participants in order for the comprehension of the short story to be possible.