Leitura literária: por uma experiência afetiva para o estudante

Abstract

The current study was conceived based on a question that has always troubled me as a teacher of Portuguese language and primary school literature: why is there a strong student demotivation with reading work, especially with literary texts? Beforehand, not only because of my teaching experience in the classroom, over 29 years, but also based on research in this field, I understand that teaching practices, as mediators between the literary text and the student, have a relevant role in the problem of teaching mentioned above. Therefore, to minimize this student's lack of motivation with reading in the school environment, this project aims to propose methodological practices of literary reading as an affective experience for the student, leading him to the formation of a critical-reflective reader, considering not only their educational needs peculiar to Elementary School II students, but also their artistic and cultural identities. Therefore, a Didactic Sequence is proposed here that contemplates the reading of literary texts that potentially provoke these students to recognize themselves as subjects immersed in a given sociocultural reality, considering Literary Literacy. Thus, an experience with the most affective school literary reading for this student is sought. Therefore, it is noteworthy that the theoretical framework was built following Street (2014); Rojo (2009); Marcuschi (2003); Soares (2008); Kleiman (1995; 2000; 2005; 2016) with regard to literacy; Cosson (2018); Compagnon (2006); Dalvi (2013); Rouxel (2013); Rezende (2013) about conceptual and methodological aspects of teaching literature in basic education; Novikoff & Cavalcanti (2015) with regard to thinking about the power of affections in and for education; finally, Oliveira & Candau (2010) in their considerations on decolonial pedagogy.