Processos dialógicos: um estudo comparativo entre Chapeuzinho Amarelo, Fita Verde no Cabelo e Chapeuzinho Vermelho e uma proposta de escrita de contos

摘要

This paper aims to draw up a Didactic Sequence that will be applied to the class of the 7th year, as well asanalysis of the teaching-learning process started from such application, and as a final product has theproduction of short stories by students. The work will be divided into two complementary parts: onedevoted to theoretical reflection on the role of literature and about literature and teaching, and anotherfocused on the application of the literary text in class. Therefore, we will adopt a dialogical perspective inorder to establish a comparative study of the narrative poem Riding Hood Yellow, Chico Buarque deHolanda, and the tales Green Ribbon in Hair, João Guimarães Rosa, and Little Red Riding Hood, theBrothers Grimm. This study builds on the theoretical thinking of Compagnon (2009), this book inLiterature for what (2010); Todorov, in The danger in literature, also serving in the dialogical perspectiveof language, according to Bakhtin (1981,1986,1990 and 2000) and Brait (2013). We seek to reflect on therole of literature in the player's training and analyze the dialogic processes involving the comparativestudy of the works in question. Therefore, we aim to show the different voices present in the analyzedtexts, considering that both Guimarães Rosa as Chico Buarque dialogue with the constituted tradition -the Little Red Riding Hood, where all text is made up of other existing texts from the reading of theworks object of our study. For the purposes of literary texts in the classroom, the dialogic approach willbe adopted, according to the didactic sequence model proposed by Cherry (2005), present in theirliterature teaching, and Cosson (2010), in literary literacy: a proposal for the classroom.