Letramento literário em sala de aula: a literatura piauiense no 9º ano do ensino fundamental

Abstract

This study focuses on "literary literacy and the literature of Piauí in elementary education" and documents an experience promoting literary literacy among 9th-grade elementary school students through the basic sequence devised by Cosson (2009), using literature from Piauí. To this end, an intervention proposal was developed based on the work Ataliba, o vaqueiro, by Francisco Gil Castelo Branco, with the aim of strengthening the students' connection with their cultural roots and developing their critical and reflective skills. The theoretical framework that underpins this study includes authors such as Candido (2012), Todorov (2009), Compagnon (2009), Aguiar and Bordini (1988), Cosson (2009, 2015, 2020), Zilberman (2012) and Soares (2009, 2014), among others. The research, of an exploratory and descriptive nature, adopted a bibliographic and field approach, using diagnostic questionnaires to understand the students' perceptions and experiences with reading. The results highlighted the need for more effective didactic-pedagogical strategies for working with literary texts in the class under analysis. In addition, the intervention proposal carried out demonstrated that the basic reading sequence strengthens students' engagement, expands their cultural repertoire and improves their textual comprehension.