Letramento literário: redescobrindo a leitura por meio de contos infantojuvenis

Abstract

Over the years, we can see that many students only decode writing or report not understanding the texts read, performing a superficial reading, without attributing meanings to the text. In this case, empirically, we attribute this performance to the fact that they don‘t use to reading outside school or have not been encouraged to read. Thenceforth, this research aims to present theoretical and methodological alternatives for the work with the meaningful reading of tales for the development of reading skills and literary literacy of basic education students, through research, to be developed by Portuguese teachers working in Basic Education (Elementary School II), aiming at improving students' reading skills. To achieve this purpose, we used the theoretical constructs of Textual Linguistics, in interlocution with literacy, literary literacy. The suggestion of this research is justified by the need to develop reading strategies that promote literary literacy of students in reading tales. The methodological resource to be used is the action research as a suggestion, along with creating of a pedagogical notebook composed of a diagnostic activity, a reading test and diversified activities with the genre tale. We hope that the notebook will be a methodological resource to raise the level of reading performance of students.