Letramento literário em pesquisas com propostas pedagógicas aplicadas nos anos finais do ensino fundamental: antes e após a BNCC (2010-2023)

Abstract

This study aims to analyze literary literacy practices developed in the final years of elementary school between 2010 and 2023, in order to understand how these proposals contributed to the development of students' reading skills. The research is qualitative, bibliographic, and documentary in nature, and is based on the analysis of thirteen proposals extracted from academic articles, dissertations, and undergraduate theses, divided between those carried out before and after the approval of the Brazilian Common Core Curriculum (BNCC). The study sought to identify the methodological strategies used, the didactic resources employed, the competencies and skills addressed, as well as the results achieved as reported by the authors. The data analyzed reveal significant progress in valuing literary reading in the school environment, as well as highlighting the challenges still faced in everyday school life. From this analysis, it is concluded that literary literacy can be strengthened through proposals that prioritize aesthetic experience, sensitive mediation, and the critical formation of readers, in line with the principles established by the BNCC.