Reading of universal classics in the literacy cycle: learning through the dialogical literacy gathering

• Autor(a) principal: Reis, Thais Aparecida Bento
• Data de Publicação: 2019
• Outros Autores: Girotto, Vanessa Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Terra Roxa e Outras Terras: Revista de Estudos Literários
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/terraroxa/article/view/33830
• topic: Literacy; Literary classics; Dialogical literary gathering; alfabetização; clássicos literários; leitura; tertúlia literária dialógica.

Different theoretical aspects deal with the formation of readers in the school environment. In this article, we present the Dialogical Literary Gathering, a practice of reading classics from the universal literature that has as one of its objectives to promote a literary education in a critical and dialogical way, reading that goes beyond the school space. In this sense, we will identify the contributions of this reading activity to the training of students of the Literacy Cycle according to some official proposals such as the National Pact for Literacy in the Right Age and the National Curricular Parameters. We will also address, based on authors such as Harold Bloom, Italo Calvin, T. S. Eliot, Ezra Pound and Leyla Perrone-Moisés, what are the characteristics present in the universal classical texts that justify their use in the Dialogical Literary Dialogue. This text features results of a bibliographic research and it shows that a different reading work is possible than the authoritarian and repetitive molds that still permeate the classrooms; the Dialogical Literary Gathering, an interdisciplinary activity that, in the light of Paulo Freire’s proposals, makes it possible to establish a relation between reading the world and reading the word through classical literary works.