LITERARY READING AND SEMIOTIC LITERACY IN THE CLASSROOM

• Autor(a) principal: Pereira, Aurea da Silva
• Data de Publicação: 2019
• Outros Autores: Gomes, Jussara Figueiredo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Interdisciplinar
• Texto Completo: https://periodicos.ufs.br/interdisciplinar/article/view/11488

This article entitled Literary reading and semiotic literacy in the classroom addresses the reading of literary texts and semiotic texts in the classroom. In this dialogue, we also discuss the importance of these textual modalities in the process of critical and reflective formation of the contemporary reader. Thus, the text guides a discussion in a theoretical dialogue between literary reading and semiotic literacy and its contributions in the process of training students to read in the classroom for meaningful learning. In this bias, we seek to draw an approach on the work with verbal and nonverbal texts in the school context, addressing the important role of the school for the development of literary and semiotic reading in the classroom. To base the writing, we take advantage of the fundamentals of literary theory and semiotic literacy, such as Catto (2013), Cruz (2012), Aguiar (2006), Rojo (2012). In the process of discussing the theory and its foundations, based on experiences of workshops with literary and semiotic texts in the classroom, we perceive that this type of pedagogical practice constitutes a powerful tool that can awaken the taste for literary reading and, consequently, contribute to the training of readers. Keywords: Literary reading. Semiotic dictation. Classroom.