Uma sequência didática básica para implementação do audioletramento literário

Abstract

Based on the hypothesis that the growing influence of digital devices and the lack of encouragement are keeping students away from literary reading, this research sought to investigate the potential of literary audioreading in the training of literature readers in a municipal school in the city of Belo Horizonte. Based on intervention activities with the audiobook, it sought to identify the elements that positively affect students' audioreading practice and, given this identification, build effective practices and register them as a pedagogical resource in a basic didactic sequence. The research's analysis variable was the ability to grasp audio-reading content in two groups of second cycle students: one group was introduced to audio-reading without any demand and the other received guidance that they would participate in an interactive activity, that is, the evaluative audioreading interpretation game in trail format. The comparative methodology used participant observation of the two groups and final evaluation questionnaires. The research subjects were 48 5th year students, 28 girls and 20 boys, class A, with 24 students and class B with 24 students, all aged between 10 and 11 years old. It was observed that the class that received information about the interactive game after the audio reading obtained better results in the questionnaire. With these and other interactive techniques discovered during the research, a Basic Didactic Sequence was constructed to guide work with literary audio literacy.