Leitura literária e a formação do leitor crítico: práticas para o ensino de literatura

Abstract

Literary reading plays a fundamental role in the formation of critical readers by enabling a reflective and conscious understanding of the world. In a contemporary society marked by constant transformation, digital technologies, and complex social relations, developing critical thinking skills is essential. This study investigates how literary reading, mediated by pedagogical practices, contributes to critical reader formation in the educational context. Based on authors such as Zilberman (1991), Jauss (1994), Cosson (2006, 2014, 2015, 2019, 2021), and Kirchof and Mello (2020), the research highlights the importance of literary literacy, which goes beyond word decoding and involves aesthetic and critical interpretation of texts. Literature allows readers to broaden their horizons, question reality, and stimulate imagination, providing profound emotional and intellectual experiences. The research reveals that pedagogical practices centered on dialogue and interpretative diversity are more effective in developing critical thinking skills. Furthermore, pedagogical mediation is essential to transform reading into a meaningful and enjoyable practice. Critically working with literature in schools helps form citizens capable of analyzing and questioning society. Finally, the study suggests teaching strategies that value literature as a tool for human and social development, preparing readers to interpret the world with sensitivity, empathy, and discernment.