Dramatic reading and the formationof readers

a proposal for the classroom

Abstract

Training readers of literary works is a constant challenge for schools. In this context, reading dramatic texts, which are almost always absent from the training of readers, is an alternative. Our aim is to propose a dramatic reading experience of a fragment from Romance do conquistador, by Lourdes Ramalho. To do this, we use oral reading procedures that emphasize the search, through repetition, for intonations, tones, pauses, tempos, among other literary stimulus resources. Theoretically, we relied on the reflections on the formation of readers by Marinho and Pinheiro (2012), Bordini and Aguiar (1988), as well as the indications and reports of dramatic reading experiences by Pascolati (2020), Stanislavski (1988) and Bajard (2007). We emphasize the importance of debating the issues that the work raises, as well as the different possibilities for oral realization of the text.