Letramento literário em projetos do prêmio Mestres da Educação: reflexões e proposta

Abstract

Literary literacy is one of the pathways to the proper schooling of literature. However, the historical view, which attempts to define and characterize literary movements, and the crystallized canon still a have strong presence in the school, that hamper the implementation of methodologies that favor the relationship between the student and the literary text, forming readers. The porpouse of this argumentative work was to analyze the execution reports and to ponder the methodologies used in the projects that address the literary literacy enrolled. In 2015, the Masters of Education Award, a teachers appreciation program promoted by the Government of the State of Paraíba. In addition, the research intended to propose a didactic sequence whose methodological procedures, in intense relation to the parameters of literary literacy, presented an approach to literary reading, reflecting on, through a concret didactic experience, the viability of the proposal built. For its realization, this work counted on a theoretical contribution on the literary literacy and the formation of the reader. Highlighting the following specialists: Cosson (2014a, 2014b), Silva (2003), Mello (2012), Hidalgo (2014), among others. Methodologically in addition to reading of the theoretical base selected, we gathered information and analyzed the constituent projects of our corpus, as well as we built and executed through the results observed in the previous step and the data obtained from the application of a questionnaire with the collaborators of the research, a didactic senquence intervening directly on school reality. Therefore this research is bibliographical, documentary, exploratory and applied. At the end of the process, we conclude that the experience with the literature in the school can be successful, when in the literary choices, they merge with canonical and contemporary texts; and when the teacher invests in a reading mediation that bets on the sensitivity and critical sense of the student, building conditions for him to observe, compare and reflect on literature and the world. We hope that the results of this research contribute significantly to the academic-scientific environment and that the didactic sequence suggested as a product, from adaptations to the concrete reality of each classroom, compete for the literacy and the formation of the literary reader at school.