O trabalho de ensino em sala de aula com o texto literário e o processo de formação do leitor crítico

Abstract

This research aims to analyze the development of literary text work in the classroom and its relationship with the process of forming a critical reader. The specific objectives are: (I) to identify which literary genres and how often they are used in Portuguese language classes; (II) to understand the methodological strategies used by teachers when working with literary texts; and (III) to analytically discuss how literary reading practices contribute4or not4to the development of students' critical thinking. This is a field research with a quantitative and qualitative approach, based on the analysis of Portuguese language teachers' work with literary texts through semi-structured questionnaires. The data were analyzed quantitatively and qualitatively, presented in tables and graphs, and discussed in the light of specialized theoretical contributions, including Freire (1989), Cândido (2004), Vygotsky (1998), Cosson (2006), and Colomer (2007), among others. The study reveals how literary reading is being practiced in the school context and highlights the challenges and possibilities it presents in current educational settings. Teachers recognize the importance of reading in the teaching-learning process, particularly in improving vocabulary, writing skills, and critical awareness. Projects such as reading circles and book clubs have shown to be pedagogical efforts that significantly contribute to the formation of readers, with the teacher playing a central role in this process