Movimentações literárias em travessias e travessuras: experiências com leituras literárias no Ensino Fundamental II

Abstract

To move with literature in the spaces of countless Brazilian schools is to give the learners not only their reading experiences, but their sensitivity, pleasure, enjoyment, the perception of other worlds, humanization and criticality. Thus, the encounter of these subjects with literary art is of an indisputable essentiality, which demands of all those who make and live education a more interested look to be able to work it in a significant way.Based on this idea, we offer experiences with literary readings from a proposal of intervention in the teaching of Portuguese Language and its literatures with a 9th grade class from a state public school in the municipality of Maceió. This proposal aims to bring the learners closer to literary texts through a dynamic that involves the reading of narrative and poetic genres. In order to do so, it seeks to explore the relationship of learners with the materiality of these texts, adopting the criticality and interaction between these subjects, in order to promote literary literacy. The intention is also to integrate the reading of the literary text to the reality of this public, to assist in the (re) construction of identity processes through literature and, consequently, social reading of the world. The action consists of proposals for activities, such as reading the selected literary texts (short stories and poems), making posters, presenting seminars, storytelling, reading wheels, "literary picnic" and writing texts. These activities were developed in the total of 38 hours / classes distributed in nine lesson plans, lasting (four months). To that end, the dialectical method was adopted and the ideas of Freire (1983, 1999, 2011), Candido (2011), Cosson (2014), Silva (2002), Jouve (2012), Lajolo (2009), Cohenga (2010), Soares (2013), Kleiman (2008), Mortatti (2004), Tfouni (2010), Tonet (2009), Azevedo (2005), Paz (1982), among others. From this research, we consider that with the repertoire of texts read and "aesthetically experienced", the teacher-researcher and the other teaching colleagues can, mediated by theory and dialogue, transform the classes into pleasant moments and disseminators of the literary reading. As a result of this work, the transformation occurred in the participant subjects, as well as in this educator, since the movements carried out with stories and poems have enabled creative ways of reading, speaking, writing, interacting, moving