Letramento literário: a literatura como elo mediador da realidade social no ensino de língua portuguesa

Abstract

Teaching in Adult Basic Education (ABE) has always been a topic of discussion and reflection among teachers and researchers in this modality, especially when the subject is reading and writing, and even more so when it comes to reading from the perspective of literary literacy. In this sense, literature presents itself as an effective tool for teaching reading and writing, because, through the texts read, they can identify themselves and, thus, find in literature a connector for real-life situations. In view of this, through action research, we seek, by working with Cosson's basic sequence (2021), to analyze reading and culture circles as literary literacy practices and events, considering the reality of the student and the work addressed. To this end, we resort to the assumptions of Bakhtin's dialogic discourse analysis (1992); the proposal for literary literacy and the Reading Circles (Cosson, 2014) of the Basic Sequence (Cosson, 2021). Regarding the literacy and literacy processes, we took as a basis the assumptions of Kleiman (1995), Soares (2016) and the conceptions about the importance of reading for the construction of a more just society and the Culture Circles of Paulo Freire (2021). At the end of this research, it was concluded that the proposal achieved its objective, since the students improved significantly in relation to reading, writing and oral exposition and, in the same way, the need to really make literature an essential part of the teaching-learning process became evident.