Reading strategies and the fictional narrative: conditions for comprehension

Abstract This article intends to address two conditions for the child to appropriate the reading and writing skills of the genre "tale": the characteristics of fictional narrative text and strategies of reading comprehension. Considering the theoretical assumptions of Propp, Claude Bremond, Harvey, and Goudvis, we will show how, in a specific experience, as opposed to what happens in the activities of textbooks, students experienced contact with this literature and how they articulated the understanding of narrative through proposed activities for this research. The results show that children, when involved in a consistent and meaningful way with fictional narrative text, assume the role of protagonists in both actions: the comprehension and the production of this textual genre.