Porca de bobes, pé-de-garrafa e boiúna: a utilização de lendas marabaenses como proposta de sequência didática de projeto de leitura e teatralização no Ensino Fundamental II

Abstract

This work aims to discuss the importance of using legends from Maraba as instruments for teaching reading and theatricality, using a didactic sequence in the Elementary School II, considering the relations established among orality, memory and textual genres. In this perspective, the register, the analysis and the rescue of legends that have already been told by the citizens of Maraba become fundamental elements for us to understand the role of orality and the social, historical and cultural contexts in the Portuguese Language and Literary Studies classes. The development of pedagogical activities using a didactic sequence that will approach three legends of the city, which are: the Boiuna, the Porca de Bobes and the Pé de Garrafa, will be the corpus of this research. These legends are part of the socio-cultural and historical representations of the inhabitants of Marabá. Furthermore, we will seek to develop reflections and analyses based on the premises present in the National Curricular Guidelines and the National Common Curricular Base for the proposals of activities, didactic sequences and theoretical-methodological supports that will be adopted in Portuguese Language and Literary Studies classes, in order to work on orality and the linguistic development of students in the Elementary II level. The theoretical assumptions of Cafiero and Coscarelli (2013), Dionisio and Marcuschi (2007) and Dolz and Schneuwly (2004), among others, will serve as a theoretical basis for the analysis and discussions to be held throughout the research. Based on the data obtained, we will make some reflections about the teaching of Portuguese Language and literature, about the teaching practice as a mediator of this process and, consequently, about the students' linguistic-discursive development and performance. Through this work, we will also reflect about the use of textual genres such as the legends from Maraba in the reading, oral and theatrical practices. In this context, we will try to unveil the intrinsic aspects of the processes of construction of sociocultural identities of the students in school environments.