Os sentidos que emergem em A Maior Flor do Mundo, de José Saramago: uma proposta de leitura para o 6° ano do Ensino Fundamental.

Abstract

Reading is an essential process for building knowledge.This knowledge is fundamental for the performance of the individual in the various discursive and social domains in which he transits. In this sense, the meaning of a text is not closed in on itself, it goes beyond the particular universe of the author and the materiality of the discourse. Those who read, in an active attitude, participate in the production of meanings. In this way, the objective of this academic work is to analyze the meanings that emerge in A Maior Flor do Mundo, by José Saramago, in order to propose a reading for the 6th year of Elementary School. For that, we approach reading and visual semiotics as a basis for analyzing the selected corpus; then we verified values that was converging to the understanding of the meaning of A Maior Flor do Mundo; after, we outline a proposal for a didactic sequence, from the model of Dolz, Noverraz and Schneuwly (2004), following a theoretical basis built as a suggestion for reading the verbal-visual interface. The corpus is the literary work A Maior Flor do Mundo, by José Saramago. The research methodology used was the discourse analysis, highlighting the applied research and a qualitative approach. As a result of reading the selected work as corpus, we observed an annunciator who seems to defend the idea that stories for children should be written with simple words and with many explanations. And for that to happens, explores values such as childhood, maturity, freedom, solidarity, among others. From this analysis, a didactic sequence was suggested to work with reading in the 6th year of Elementary School.