USO DE TEXTOS LITERÁRIOS AUTÊNTICOS E DE ADAPTAÇÕES DE TEXTOS LITERÁRIOS NO ENSINO DE E/LE: ANÁLISE DO DESEMPENHO EM COMPREENSÃO LEITORA DE ALUNOS DO 2 ANO DO ENSINO MÉDIO DE UMA ESCOLA PÚBLICA DE FORTALEZA / USE OF LITERARY TEXTS AUTHENTIC AND ADJUSTMENTS OF LITERARY TEXTS IN TEACHING AND / LE: PERFORMANCE ANALYSIS OF STUDENTS IN READER UNDERSTAND THE 2ND YEAR OF SECONDARY EDUCATION OF A PUBLIC SCHOOL OF FORTALEZA

Neyla Denize de Sousa Soares

It is known that reading is an indispensable tool for teaching. Moreover, there is a belief among language teachers that the reading of literary texts provides key elements not only in language but also in the cultural sphere, pragmatic, sociolinguistic and so on. When it comes, but to choose between literary texts authentic or texts adapted is not always a consensus among teachers. Cause this problem, the main objective of this study was to evaluate how the use of literary texts and authentic adapted could help improve the performance of reading comprehension in Spanish-speaking students of 2nd year of high school in a public school in Fortaleza. Theoretical support, in relation to conceptions of reading and the teaching and learning of the act of reading, we used the following authors: in Colomer (2007), Cassany (2006), Colomer and Camps (2002), Mendoza (2002 ) and Solé (1998). Regarding the use of literature as a tool for teaching and / LE relied on Mendoza (2004, 2007) and Vivante (2006). Now with respect to the concepts of Original Literary Text, Literary Text and Readings Adapted Graduated used as a basis Fontana (2004), Tsoulos (2002) and Vieira (2010). Finally, as regards the evaluation of the reader understand the main source was Bordón (2006). Before to the final survey, two pilot studies were conducted to test the instruments and the viability of this research. To achieve this goal was a comparison of performance in reading comprehension of three groups of students in second year high school. The students, who numbered a total of 16 were divided into three groups and participated in a basic Spanish course taught by the researcher with a duration of 24 hours / class over two months, August and September 2011. In all the three groups, students, as well as studying the contents programmed for the basic course, conducted in the classroom and with the help of the researcher, four sections of reading: a class read a literary text in full version, ie , authentic, another group read the text and the other adapted literary class did not even read the simplified version or the authentic version, but a graded reading. Tests were performed before and after the reading sections in order to measure the performance of students. The results of these tests served as a parameter to compare the level of the groups with regard to the reader understanding. In general, it was observed that there was no significant difference in performance of the three groups before and after the reading classes. This was due to several factors ranging from lack of habit of reading in a foreign language to the lack of motivation to read in another language, this understanding of the difficulties arising encountered during the adventure of reading a text written in a language other than is the mother. Besides the tests and the questionnaire survey, was applied to the end of the course a questionnaire that focused on evaluating the work done in class with reading literary texts and reading graduated. Data from this instrument showed a 100% approval of the students in relation to work carried out with reading the texts and show how the support of the teacher during the act of reading can be crucial to help students go progressively comprising the texts you are reading is offered in mother tongue or foreign language.

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