Práticas de mediação de leitura: uma análise a partir do projeto de extensão “leitura literária: proposta para dinamizar as aulas”

Abstract

Literature plays a fundamental role in the development of human intellectuality, contributing to the improvement of language, critical thinking, and reading and writing skills. Considering such contributions to the educational context, this monograph presents an analysis of the methodological practices carried out in the extension project “Literary Reading: A Proposal to Dynamize Classes,” developed between 2023 and 2025 with 7th-grade students at Unidade Integrada Presidente John Kennedy, in Caxias, Maranhão. The project was structured around the use of literary texts, with the aim of fostering students’ reading development. The activities were organized into biweekly workshops during the first year and weekly workshops thereafter, providing students with direct contact with different literary genres through interactive practices such as reading circles, writing activities, and playful tasks, which enabled engagement with regional, national, and international works. The theoretical framework supporting the proposal draws on authors such as Cosson (2011, 2015 and 2021), Resende (2003), Bosi (2002), Solé (1998), Frantz (2001), and Rocha (2014), among others. The results revealed significant improvements in students’ reading and writing competencies, evident in the textual productions developed throughout the project, which demonstrated greater cohesion, creativity, and depth literary interpretations.