O diário de leituras nas práticas de letramentos literários nas escolas públicas de ensino fundamental: uma proposta didática

Abstract

This dissertation presents the didactic-pedagogical proposal entitled “My literary impressions between short stories and reading diaries” which consists of making available to Portuguese language teachers a book of literary activities (didactic material), containing procedures and activities of literary readings in order to enable another look at the literature teaching. Such research was driven by the problem of little interest in literary texts among students observed by the teacher-researcher during 7th grade Portuguese Language classes of an elementary public school on the south coast of the state of Alagoas. This observation led her to some critical reflections about the historical schooling process of literature and the relationship between the reading subject and the literary text. To this end, the following questions were raised, such as: what reading practices can be proposed to promote literary literacy among students, How can diary reading stimulate literary literacy practices among students. From these questions research was developed from a historical-critical perspective with the aim of developing literary literacy practices from reading short stories and recording the students' aesthetic experiences shared in reading circles, based on the theoretical discussions about reading (FREIRE, 1989; SOARES, 2003; 2006). The humanization of literature (CANDIDO; 1995), about reading diaries (MACHADO, 1998; 2005), the reading circle and literary literacy (COSSON, 2018; 2009), among others.