A formação integral do aluno à luz da literatura

Abstract

Research motivated by the experience with teaching literature proposed in textbooks and by the interest in presenting a proposal for an interdisciplinary approach to promote literary reading and, in this way, answer the following question: how to approach the reading of the work Les Misérables, by Victor Hugo and translated by Walcyr Carrasco, in an interdisciplinary way, with a view to the literary literacy of students in basic education? The hypothesis is that the work in question should be approached through interdisciplinary activities and with the use of media supports, which encompass the various dimensions made possible by literary reading, from the perspective of literacy, which can be proposed with the intention of favoring the development of the reading formation of students in elementary school II. The general objective of this study is to present a plan of theoretical and methodological suggestions for the reading of the work Les Misérables, by Victor Hugo, from an interdisciplinary perspective and with the use of other textual supports. As specific objectives, we outline the following: (i) to present theoretical considerations on literature as an essential right, considering the assumptions of the guiding documents for reading and literary literacy education; (ii) to describe the proposed approach to the work Les Misérables in a Portuguese language textbook; (iii) to present a selection of interdisciplinary reading practices for the work Les Misérables, by Victor Hugo, translated by Walcyr Carrasco. The justification for this work is linked to the consideration that literature is one of the richest manifestations of our society and serves as inspiration for other artistic manifestations. Therefore, this research is mainly justified by the desire to value literary art in the critical social education of the student, since the discourse present in the works permeates generations and can be situated outside of their temporality, in a current debate, involving diverse social, economic, evaluative, emotional and cultural contexts. The methodological approach is that of qualitative bibliographic research, of a propositional and documentary nature.