Concepções de letramento literário nas habilidades do campo artístico-literário da BNCC/DCT

Abstract

Literary Literacy' is configured as an important process of appropriation and incorporation of literary text into educational and social reading and writing practices, ensuring its effective use and mastery. The present research aims to analyze the understanding of the concept of literary literacy in the skills of the 'Artistic-Literary' field of activity. This investigation is situated in the field of Indisciplinary Applied Linguistics, New Literacy Studies, and Literary Literacy. Regarding the methodological aspects, the research is qualitative, of documentary descriptive procedure, by unit of record. The categories are the paradigms of literature teaching (Moral-Grammatical, Historical-National, Analytical-Textual, Social-Identitary, Reader Formation, Literary Literacy) taken as categories of analysis and are mobilized in the data treatment. The results show that the conceptions of traditional and contemporary literature teaching paradigms are mobilized in the body of the skills of the artistic-literary field of the Common Curricular Base/Curricular Document of Tocantins. In Literary Literacy, the skills can direct the teaching practices of literature toward two poles: the autonomous and the ideological.