Letramento literário: muitos desafios, vários caminhos

Abstract

The relationship between reading and literature in the school context has been the object of constant reflection. In these discussions, it is observed that reading and literature end up suffering, in certain teaching situations, a mechanical approach, in which the artificiality reveals itself recursively through isolated exercises, limiting the analysis of literary text to didactic information (author, biography, literary periodization or structural characteristics of the genre) or to the use as an excuse to study grammatical content without the student perceiving literature as an action that is historical and culturally constructed, associating the critical awareness of the world and sociohistorical context. In this perspective, it is crucial to develop, at school, literary literacy, including practices and social events involving reader and writer interaction, producing the socialized exercise of reading literary texts. Thus, this research proposes discussion on working with the literary text in the Elementary Education II, in particular, with students of the 9th year of a public school in Minas Gerais. In a school setting in which students have little interest in literary reading, it has become fundamental to develop this research hypothesizing that the approach to literature in the final grades of elementary school can provide students with unique opportunities of literary literacy. Therefore, guided by the proposal of the basic sequence of Cosson (2012), with the overall goal of promoting literary literacy in school, to specifically value the literary reading as an essential element in the formation of citizenship, to involve students in proposed activities and to represent an opportunity to access the world of literature. During the application of the activities of the basic sequence, we realized that students were involved in the aesthetic and critical literary text appreciation, so we can affirm that, according to the comments and reactions of the students, this research has brought a significant contribution in reading education and the consequent expansion of literary literacy. Thus, we believe that we found a way, among many, to turn scenery of disinterest in literature in a context of literary text appreciation, raising the subjectivity of students and enriching their perspective of life.