Letramento literário: uma proposta de (trans)formação do corpo linguagem mediante o trabalho com o gênero conto de fadas no ensino fundamental

Abstract

There is still a lack of understanding regarding the fundamental role of literature as a singular language. It is important, then, to look for ways to promote the encounter of subjects with this “other language” that result in significant openings in the ways these subjects articulate their experiences in language so that they are able to fully embrace it. In this way, this investigation aims to answer the following question: what methodological actions can contribute to the formation of a literary reader, from the perspective of the (trans)formation of the language-body of students in the final years of Brazilian elementary school, taking into account that literature is it only effective as an enunciation of a subject who is a body of affections and a lexicon of affections (events), crossed by the event of reading? To this end, the study traced the ways in which actions that promote reading have taken place in teaching spaces, that is, analyzed the institutionalization and schooling of the literary text, sometimes reduced to approaches that ignore its peculiarities, when treating it as a document of culture or ornate language. It is, therefore, a bibliographical, propositional and collaborative research, whose general objective is to propose methodological actions aimed at literary literacy and the transformation of the language-body of students in the final years of elementary school. In this way, this investigation raises the hypothesis that innovative and contextualized methodological actions create the possibility of awakening in students a taste for literary reading. The research is anchored in studies on experience, by Jorge Larrosa (2015), as well as reflections on body, discourse and power, in Michel Foucault (2013). It also incorporated authors who dedicated themselves to the study of literary literacy and literary reading practices, such as Angela Kleiman (1989, 1995, 1997), Rildo Cosson (2021, 2022), Ingedore Villaça Koch (1997, 2010), Raimundo Magalhães Júnior (1972), Antonio Candido de Melo e Souza (2011), Antoine Compagnon (2009), Jacinto do Prado Coelho (1976), among others. The language-body approach seeks to promote a broad understanding of students’ linguistic experiences, in addition to bringing significant benefits to cognitive, emotional and social development. However, it is important to note that both textbooks and systemic assessments often instrumentalize the literary text for grammatical purposes, which undermines its richness and depth. Faced with this reality, a pedagogical notebook was developed with three distinct didactic sequences: the first one introduces the traditional fairy tales “Snow White”, “The Three Little Pigs” and “Little Red Riding Hood”, promoting analysis and creative expression in the corresponding exercises; the second one explores the alternative version “Little Yellow Riding Hood”, by Chico Buarque, and stimulates reflections on courage and overcoming; in the third sequence, students watch the movie “An Enchanted Girl” and afterwards perform interdisciplinary literary analysis, develop written expression and sharpen critical thinking. It is believed that proposals like these offer pedagogical alternatives, in order to allow students to experience literature in a more integral way and awaken in them an interest in reading and developing their writing skills.