A leitura literária nas aulas de língua portuguesa: um estudo na 2ª série do ensino médio integral no CETI Lima Rebelo em São Miguel do Tapuio-PI

Abstract

This study addresses the teaching of literature in high school, focusing on literary literacy and its contribution to students' holistic development. The research analyzes the pedagogical practices carried out at CETI Lima Rebelo and their influence on students' human development. The study investigates how literary reading has been implemented in the Portuguese language classes of the 2nd year of the full-time high school program and its relevance to the development of students' critical and autonomous reading skills. The study reflects on the challenges faced by the school, such as students' difficulties in understanding literary texts and the role of literary reading in shaping critical citizens. It also discusses the obstacles in teaching literary reading, including inadequate materials and the gap between literary content and students' realities. The methodology adopted began with a bibliographic study based on theorists such as Barbalho (2017), Cosson (2014, 2011, 2006), Gabriel (2005), Leal (2004), Rangel (2005), among others. The research uses a qualitative approach, collecting data through observation, interviews, and questionnaires administered to teacher and students. The work is divided into five chapters, covering an introduction, a theoretical discussion on literary reading, didactic strategies to encourage critical reading, an analysis of the challenges in developing literary reading, and final considerations. The study concludes that promoting literary reading in schools is essential for students' academic and personal development, suggesting the need for more innovative and integrated pedagogical practices.

Keywords: Literature. High school. Reading. Classroom. Literary literacy.