A atuação do docente de Língua Portuguesa na formação de leitores do ensino médio

Abstract

Thinking about the challenges of teaching literature in high school requires rethinking the conflicting relationship involving the student and the training of readers. Therefore, in this work, we aim to discuss some experiences of literary reading present in the everyday school environment, with the goal of better understanding the mediation of the Portuguese language teacher as a reader trainer. Based on our teaching experience, we have observed that the practices of literary reading are not the basis for the teaching literature, often, other contents and instruments (linguistic bias, study of literary styles, summaries, films, and music, among others) have been prioritized. This statement is not intended to disqualify other forms of art or other forms of knowledge, but to emphasize the importance of bringing literary texts to literature classes. In this way, with the new structure of High School, with the Training Itineraries, the opportunity has arisen to work on literary reading in specific classes for this purpose, this also has raised the need to work with literary texts in a student reading club. Therefore, in this text, we share our experiences with these literary reading activities.