Estratégias de incentivo à leitura literária em turmas do 1º ano do ensino médio do Instituto Federal do Amapá.

Abstract

The present thesis is titled "Strategies for Encouraging Literary Reading in 1st Year High School Classes at the Federal Institute of Amapá." The main objective was to analyze how a reading incentive workshop could impact students' interest and critical analysis of literature. The theoretical framework included the ideas of Marcuschi (2008) and Cosson (2016), whose perspectives provided important theoretical insights into understanding how language functions, with an emphasis on the interaction between cognitive processes and meaning- making in discourse. The methodology used consisted of qualitative research and the implementation of a workshop focused on reading the short story "Olhos d'Água" by the author Conceição Evaristo, with students from a 1st year high school class. During the workshop, it was observed that the students were receptive to the proposal, showing enthusiasm to read more literary texts. The reading of the short story led to rich discussions where students began to reflect on deep themes such as social issues and identity, which facilitated the development of greater critical analysis. Additionally, it was notable that the students’ opinions matured, as they began to express their ideas in a more substantiated way, demonstrating growth in their argumentation skills and the development of their own opinions. The results of the research indicate that the workshop had a positive impact on students' interest in literary reading. By the end of the activity, the vast majority of participants expressed a desire to continue reading more literary works and showed a more critical stance toward the texts studied. In summary, the workshop proved to be an effective strategy for encouraging reading, contributing to the formation of more critical and engaged readers. The success of the experience reflects the importance of innovative teaching practices that promote the pleasure of reading and reflection on issues relevant to the students' reality. The research achieved its proposed objectives, confirming that reading encouragement can be an important means of fostering students' intellectual and critical development.