Literatura em sala de aula: um exercício para a formação humana

Abstract

Considering that reading and working with the literary text in the classroom has a place that is often subjugated in the face of the problems surrounding what to teach in view of a minimum time for the fulfillment of all syllabus contents of the annual teaching plans for During the school year, this work aims to exercise reading so that this activity becomes part of the Portuguese language curriculum in the sixth grade classes, shaping itself, therefore, as a content, so that it can be characterized as a teaching item. Thus, I present a proposition of workshops that deal with some themes that I consider relevant to the human time of girls and boys with an age group between eleven and twelve years old, but that leaves an opening for many other possibilities of interventions, through the attentive look application moderator. In order to promote a broadening of the understanding that if we are in a position of a multicultural country, this aspect must be considered, in order to enable students to observe themselves equitably and restructure themselves through the exercise of experiences offered by literary texts. At the same time, it is important that the habit and pleasure arising from contact with literary narratives worked in the classroom be built. In this way, the workshops bring texts by the writer Cidinha da Silva, as well as the work Os Nove Pentes D’África, by the same author, with illustrations by Iléa Ferraz. The choice was made due to the work's broad approach to themes involving ancestry, relationships between family members, and the most varied feelings contained in any human relationship. The activities will be carried out based on workshops, since this methodology opens up a range of possibilities for the exercise of reading activities, as well as triggering storytelling, both individually and socially. The choice was also established by understanding that the meanings of the literary text are constituted through dialogues between its readers, which, from a planned mediation, enable the discussion about culture and the construction of a decolonial posture. Therefore, the exercise of the act of reading, the improvement of literary literacy must occur with a view to forming critical readers. The concepts of social literacies and literary literacies used, fundamental for this study, are based on the assumptions of Kleiman (1995), Soares (2003), Street (2014), Cosson (2009), Dalvi (2013).