Abstract:
This research has the objective of promoting literary workshops and aim to discurss its place in basic education, increasing the issues surrainding the importance of reading in the process of social and symbolic construction of the subject, since the active participation in society and their act/habit of reading is intrinsic to all its activities. The motivation for this study is due to my concern about teacher-researcher facing my work in class and some basic issues that promote a critical reflection on the methodological practices and language teaching concepts that guide the work of teachers. These issues revolve around the literary text's aspect, ie, is it a text to be read only and not to be taught? Can literature be taught? Literature is taught? How do school recognize the political-pedagogical power of literature? How can we reflect on these practices, since one of the symptoms of literary education crisis is precisely the lack of a reading that the school legitimizes as "ideal"? What kind of texts students read in times of multimodal texts? Therefore, I intend to create methodological practice to format the dialog between the texts consumed daily by students through TV, the Internet, radio, street (in novels, newspapers, magazines, Facebook) and literary works, considered timeless by students, but a constitutive part of the canon literature in Brazil and that the institutionalized spaces of knowledge consider school literary literacy. were taken as theoretical and methodological assumptions by Cosson (2014), Reis (1992), Kleiman (1996), Zilberman (2000), Abreu (2006), Lajolo (2009), Culler (1999), to defend the idea of passers-by readers as a condition for broading discussion on the formation of critical readers in Brazil. To obtain the data, I developed an intervention project in my class in the 9th year of the Basic Education State School Bertholdo Cirilo dos Reis.
