Letramento Literário: estratégias de ensino como prática social de leitura em sala de aula

Abstract

This writing aims to reflect on the practices of teaching and learning literature in the school environment based on the incursions of literary literacy. In this way, we realize that in the educational environment, social reading practices are increasingly distancing themselves from literary works, often even from canonical works, in which the methodologies adopted by teachers and educational institutions may be contributing, in a way, with the lack of interest of learners in the habit of this type of reading. In accordance with this issue, we suggest the adoption of a methodological approach to literary literacy to arouse students' interest in literary letters. Given this fact, this writing will be of a qualitative and bibliographic nature, having as a theoretical basis the contributions Cosson (2014), Souza et al (2021), Ramos and Martins (2022) and authors sympathetic to the theme. Thus, we understand that teaching practices and actions in literature classes, through literary literacy, can be a plausible alternative for the construction of new knowledge in reading classes, in an attempt to awaken and (re)conquer a taste for works and authors literary skills in students, with (trans)formational objectives in critical and reflective readers.