Letramento literário com alunos 7º ano do ensino fundamental: um estudo a partir da leitura de contos de terror

Abstract

Working with literary texts in the classroom should aim at the critical, human and intellectual formation of students. However, teachers often do not approach literature in school as they should, due to a series of factors. When it is worked on, it fails to achieve its objective. Given this problem, this dissertation aims to analyze how reading horror stories can contribute to literary literacy with a view to developing a taste for reading in 7th grade elementary school students at a public school in the municipality of Esperantina-PI, thus contributing to literary literacy and reader formation. The methodology used in the research consisted of bibliographical research and reading workshops inspired by Cosson's Basic Sequence (2009). To carry it out, this work relied on the theoretical framework on literacy, literary literacy and reading and reader formation, highlighting the following researchers: Cosson (2014), Cosson (2020) on literary literacy; Soares (2004), Soares (2020), Kleiman (2008) on literacy; Zilberman (2003), Solé (1996) on reading; Todorov (2012), Candido (2004), among others. The reflections proposed by these theories made it possible to construct a methodological proposal to be applied during the weeks in which the research was developed with the students. It is expected that the result of this research will contribute positively to the academic environment and that the intervention proposal, adapted to the reality of each classroom, can help in literary literacy and consequently in the formation of readers.