Letramento literário e suas implicações sociais e educacionais: um estudo de a bolsa amarela, de Lygia Bojunga Nunes

Abstract

This study investigates the role of A Bolsa Amarela (The Yellow Bag), by Lygia Bojunga Nunes, as a tool for developing literary literacy in the 7th grade of middle school. The work is analyzed from the perspective of its relevance in shaping critical readers, with an emphasis on the social, feminist, and identity issues present in the narrative. In this context, the research aimed to design didactic sequences focused on literary literacy through the analysis of the social critiques embedded in A Bolsa Amarela. Additionally, it specifically seeks to portray children's and young adult literature from an educational perspective, describing its trajectory within this field of research and its relevance in the context of literary literacy, as well as presenting proposals for working on literary literacy based on studies by Rildo Cosson (2009). The study is justified by the pertinence of a literary approach that transcends entertainment, promoting literature as a space for discussing contemporary issues such as child autonomy and gender roles. The bibliographic and qualitative research proposes, at the end, a pedagogical intervention aimed at the 7th grade of middle school, with the goal of exploring the work's potential in shaping readers. The theoretical framework includes authors who discuss Bojunga's work and fundamental concepts of literary literacy and the teaching of literature, such as Lygia Bojunga, Rildo Cosson, Souza, Oliveira, Coelho, among others. The results highlight the importance of including A Bolsa Amarela in the school curriculum, using it as a resource to foster critical reflection among students, encourage autonomy, and promote self-knowledge. Although the book is aimed at children and young adults, it also offers a rich interpretive field for adults, expanding its pedagogical application possibilities.