Resumen:
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.
