LITERATURE AND CO-LEARNING IN TEACHING: A PATH THROUGH READING METAFICTION

• Autor(a) principal: Fernandes, Gildene Lima de Souza
• Data de Publicação: 2023
• Outros Autores: Amarilha, Marly, Freitas, Alessandra Cardozo de
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/6522
• topic: literatura; leitura; mediação pedagógica; processo de escrita; formação docente; literature; reading; pedagogical mediation; writing process; teacher training; literatura; lectura; mediación pedagógica; proceso de escritura; formación docente

This article concerns a study motivated by the need to foster debate about the mediation of reading and writing training of already literate children. It aims to analyze the potential of metafiction literature in enabling reflection on reading and writing literary practices at school. This paper is grounded in studies of literature, metafiction, and teaching. Through a qualitative perspective, this article is based on the principles of content analysis for the study of oral and written texts of 5th grade primary school children from a public school in Natal/RN (Brazil). The corpus of research was collected during a pedagogical intervention consisting of sessions of literary reading, writing, and rewriting of authorial texts. The results revealed that the mediation of writing via reading metafiction constitutes a process of co-learning: the children experienced themselves as writers and the mediator as a learning interlocutor of the processes of reading and writing literature.