Letramento literário: uma proposta de encontro com o universo de Lygia Bojunga

Abstract

The present research has as its theme Literary Literacy aiming the insertion of reading practices from the universe of Literature in the school routine of basic education students of Elementary Education II. The starting point for conducting the proposed investigation was the issues related to Literary Literacy from the empirical knowledge as a teacher in the Portuguese Language area. This work purpose was to promote and expand the reading training of a class of 7th grade students at Escola Estadual Afonso Arinos, the only public state school located in the city of São Romão, north of Minas Gerais. This is a research-action as postulated by Michel Thiollent (1986), carried out through the qualitative and quantitative research methodology as defined by Dalfovo, Lana and Silveira (2008), intending the execution of an intervention project, according to Antônio Carlos Gil (1991), bearing in mind the exploratory, descriptive and explanatory research. We presented the importance of reading in the integral training of students, explained in the current documentation entitled Base Nacional Comum Curricular (BNCC), or Common National Curricular Base in English, which, in theory, brings in this content the reading as a practice that corroborates to the global development of human beings in their school education. Also, we discussed the relevance of literature and literary literacy to the students based on the theoretical contributions of Antonio Candido (2004), Antoine Compagnon (2009), Marisa Lajolo (1984, 1993) Magda Soares (2009), Angela Kleiman (1995), Rildo Cosson (2006, 2014), Isabel Solé (1998), Brian Street (2014), Suzana Vargas (2000), Michèle Petit (2009), Pierre Bourdieu (2011) among other authors. We developed an action plan with Lygia Bojunga's book, A Bolsa Amarela (2008), applying the steps of the Basic Sequence postulated by Rildo Cosson (2014) focusing on motivation for reading fruition, also we propose the reading and presentation of four other titles from the same author (O sofá estampado, A casa da madrinha, Corda bamba and Tchau) in a Literary Week held at the school, which included other literary books chosen by students from other grades level. Upon concluding the proposed activities, we noticed a greater involvement of the participating students with literary reading, the expansion of their reading repertoires; furthermore we proved that it was possible to develop reading fruition in the school environment.