O conto como estratégia para letramento literário no 6º ano do ensino fundamental: uma abordagem de revisão da bibliograf ia

Abstract

The work entitled the short story as a literary literacy strategy in the 6th year of elementary school, aims to investigate strategies on how to introduce literary literacy with the short story in elementary school in order to create critical and assiduous readers. Although a large percentage of students know how to read and write, they do not have the habit of reading, in addition to not knowing literary genres. In view of this, we sought to review the bibliography on reading practices and literary literacy for the training of student readers, with an emphasis on the 6th year of elementary school, through the short story genre. For the theoretical basis, authors such as Rildo Cosson (2020), Antônio Candido (2020), Magda Soares (2002), among others, were included. To support this work, digital literature searches were carried out in the following databases: Scientific Library Online (SCIELO) and Google Scholar. In this way, concepts and important information were raised for the dialogic construction regarding the bibliography that offers support for carrying out such literary literacy practices. The work is organized into four sections. The second chapter describes a brief explanation of the concept and historicity of literature, followed by an explanation of the definition of literary literacy and the relevance of the short story as a literary genre. The third chapter provides an approach to teaching the Portuguese language in elementary school and other general information about the social panorama of literacy activities and the consequences of their absence. Finally, the fourth chapter will address literacy techniques in elementary school, main reading techniques, adaptation of reading techniques to reality.