Uma leitura da representação do negro em menino de engenho à luz do letramento literário

Abstract

This work presents a proposal for the development of literary literacy based on the work Menino de Engenho (1932), by José Lins do Rego. For this, our research has as main objective to make possible the contact with the novel textual genre, analyzing the presentation / representation of the black in this novel. As specific objectives, we seek to encourage moments of interaction between the reader and the literary text; develop reading strategies with students based on Cosson's proposal (1991); to know the main values listed by them from the reflections developed with the reading and to produce an epilogue of the work. The methodological approach that guides this work has a descriptive-exploratory nature, of bibliographic nature and propositional methodology. The theoretical framework used was highlighted by the contributions of Rildo Cosson (2009), based on the reading comprehension strategies proposed by Solé (1998), on the methodology and teaching strategies of Zabala (1998), Oliveira (2013), Dolz, Noverraz and Schneuwly (2004). In addition to these scholars, consultations were made to the official documents: National Curriculum Parameters for Elementary Education (1998), Common Base National Curriculum (2017), National Curriculum Proposal for Youth and Adult Education (2002); with theoretical support defined from the contributions of Soares (2003), Kleiman (2001) and Petit (2008), Geraldi (2006), Baldi (2009), Paulo Freire (1999) and Meurer (2004); among other authors who discuss reading and literacy in the theoretical field of literature. Proença (1978), Martins (2006), Freyre (1986), Fernandes (1972), Albuquerque (2006) and Chaguri (2009) were consulted as theoretical foundations in Brazil.