O Letramento literário nos anos finais do ensino fundamental: uma análise da formação do leitor a partir da prática docente e das orientações curriculares

Abstract

This work investigating how literary literacy is presented based on teaching practice in contrast to curricular guidelines. Therefore, it seeks to understand how the school carries out the practice of Literary Literacy and whether there is a unity between curricular guidelines and development practice. In this context, the research aims, in general, to analyze how Literary Literacy is taught by Portuguese language teachers in the upper elementary school of the Unidade Mais Integral Zeca Branco school, part of the municipal network of Pedreiras-MA. This work is justified by its relevance in showing the importance of literary literacy in a school dynamic in which a large part of today's students have stopped practicing literary reading. As a basis for these studies on the problem, the specific objectives were outlined, which consist of discussing the teaching of literary literacy and its importance in Elementary School II based on the guidelines of the curricular documents and other studies; presenting how the learning of literary literacy is perceived by teachers, identifying the conception of reading/reader held by them, based on the analysis of questionnaires; investigate how the reader is formed. To achieve the proposed objectives, the methodological procedures used are bibliographical research, carried out to gather the necessary theoretical support for discussions on the topic, and also qualitative field research, which made it possible to collect data for analysis, so that a parallel could be drawn between theory and practice. To this end, the base authors who contributed to the theoretical framework of this research are Cosson (2006), Gallian (2023), Candido (2004), and Soares (1998), among others. From this, the results obtained show that the curricular guidelines for teaching Literary Literacy sometimes differ from what is done in practice, since there are no favorable conditions for the school to promote full access to Literature to students, since literary content does not have a space specifically designated for them, as there is no Literature curricular component in the school where the research was carried out, which makes it difficult to promote literary literacy for students in the final years of elementary school, sometimes generating a disconnect between theory and practice in the teaching of Literature