Leituras de lá e de cá: a formação de leitores a partir do diálogo entre a “literatura de massa” e a literatura canônica

Abstract

The present research presents a reflection on the practice of reading the literary text in elementary school, as well as seeks to verify the effectiveness of a didactic intervention proposal that could succeed in the scope of forming students literally literate from the dialogue between mass literature and canonical literature. We tried to demystify the current discourses that the "teenager does not read, does not like to read, or reads a little." For that purpose, the reading project "Readings from there and from here" was implemented in the ninth grade class of the Luiz Nunes State School in Ananindeua-PA. The hypothesis was that if the school left interests and actual reading experience of students, not only would it be possible to develop more meaningful literacy reading practices in the class, but the student engagement and involvement would be more effective. Using the methods of literary text teaching centered on the proposals of literary circles, Cosson (2016) and receptive reading, by Bordini & Aguiar (1988), the proposal proposed the reading of the novels Uma canção para a Libélula, by Juliana Daglio , and the short story Garota a caminho, by Raduan Nassar. Conducted from April to December 2018, the project presented results that responded positively to the expected scenarios. Participating students demonstrated interest and involvement during the completion of all activities of the intervention proposal, and their reading skills developed or improved.