Literatura na escola: práticas de letramento literário na formação de leitores do ensino fundamental

Abstract

This work consists of an investigation into the process of formation of literary readers in elementary education by proposing reading situations grounded in literary literacy, noting also the degree of reception of students with the activities in the classroom. Thus, this work aimed to discuss the practice of literature focusing on the contributions of literary literacy, to take into consideration that literary reading need to be guided in reading practices that promote student education / player. It was intended, with this research, offer relevant discussion on the topic, based on authors such as Kleiman (2008) Cosson (2012), which discusses the practice of literary literacy in school, expansion and reading encouragement; Paulino (2008), and official documents as the National Curriculum Parameters (PCN, 1998) Portuguese, and other authors who stress the need of the practices of literary literacy as a necessary tool for effective reader training. The proposed study was qualitative, based on ethnographic research and action research, developed with students from the 7th grade of elementary school. The study involved the application of guided activities in the basic sequence model proposed by Rildo Cosson (2012), comprising the steps of motivation, introducing, reading and post-reading. The proposal invited to reflect on the challenges and possibilities of working with literary texts in school, especially from the perspective of literary literacy, whose main purpose is the training of proficient reader. During the intervention, held from reading proposition with fantastic tales, it was possible to generate grants that respond to the questions of the survey. Through observations of literature classes, it was possible to understand how to give the possibilities of literary literacy and how students recepcionam readings proposals. Thus, the proposed intervention found that the literary literacy becomes central to the development of reading education of the student, being the central task in working with literature in the school environment.