LEITURA LITERÁRIA NA ESCOLA: O DESAFIO DA MUDANÇA DE PARADIGMA

• Autor(a) principal: Melo, Camila
• Data de Publicação: 2021
• Outros Autores: Martini, Júlia, Lopes, Mayara, Silva, Lílian, Forgearini Nunes, Marília, Sperrhake, Renata
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Conhecimento Online
• Texto Completo: http://periodicos.feevale.br/seer/index.php/revistaconhecimentoonline/article/view/2718
• topic: Reading; Literature; School; Literary literacy; Reading Mediation; Leitura; Literatura; Escola; Letramento literário; Mediação de leitura

This text aims to discuss the idea of literary reading in basic education and to point out alternatives for the rescue of a perspective that produces literature readers. To do so, it uses authors such as Cosson (2014; 2020; 2021), Bajour (2012) and Petit (2008; 2019). The discussion is empirically based on an analysis of the National Common Curriculum Base and on a reading club experience made possible in university extension action. The analyzes point out that the promotion of actions, which bring readers and texts closer, promote spaces for speaking and listening to what is read and about the meanings that readers may produce, enhances a conception of experiential literary reading (COSSON, 2016). When this approach takes place involving teachers of Basic Education, their constitution as readers of literature is strengthened because there are more tools to enhance the literary reading experience for and with their students in Basic Education.