LETRAMENTO E LEITURA LITERÁRIA NA ESCOLA
acerca do Letramento e leitura literária
na escola como contribuição para a formação
do leitor percorrendo conceitos de letramento,
a partir dos autores: Soares (2004), Goulart
(2006), Street (2010, 2014) e Kleiman (2001),
por compreender que o letramento tem sentido
“plural” e a literatura faz parte desse processo de
aquisição de conhecimentos para a construção
de saberes necessários na formação do sujeito
letrado. Algumas questões orientam essa
proposta: Como a leitura literária acontece no
contexto escolar? Qual a relevância dada à
leitura literária em sala de aula, no processo de
letramento? Estas questões podem contribuir
para o debate acerca da compreensão e
relevância que está sendo dada à leitura literária
no cenário escolar e suas potencialidades no
contexto extra-escolar, no papel de contribuição
para o letramento e a formação do sujeito leitor.
Propõe-se neste trabalho, um diálogo com os
autores que discutem sobre essa temática e
que podem auxiliar a refletir sobre e aprofundar
nos estudos acerca de situações de grande
relevância no trabalho de formação do leitor,
em sala de aula e fora dela. A discussão aponta
para a necessidade do uso adequado do acervo
literário na escola, como um dos caminhos para
o letramento. Nesse sentido, sinalizam para a
aproximação a ser promovida pela escola entre
texto-autor-leitor, considerando o contexto em
que está inserido o sujeito. Espera-se que o
texto possa suscitar reflexões sobre caminhos,
na busca de melhores práticas de letramento
literário no contexto escolar para a formação de
leitores.
LETRAMENTO E LEITURA LITERÁRIA NA ESCOLA
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DOI: 10.22533/at.ed.52519210829
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Palavras-chave: leitura literária; formação de leitor; espaço escolar.
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Keywords: This article aims to discuss literacy and literary reading in school as a contribution to the formation of the reader through concepts of literacy, from the authors: Soares (2004), Goulart (2006), Street (2010, 2014) and Kleiman (2001), for understanding that literacy has a “plural” meaning and literature is part of this process of knowledge acquisition for the construction of knowledge needed in the formation of the literate subject. Some questions guide this proposal: How does literary reading happen in the school context? What is the relevance of literary reading in the classroom, in the literacy process? These questions can contribute to Produção Científica e Experiências Exitosas na Educação Brasileira 2 Capítulo 29 335 the debate about the comprehension and relevance that is being given to the literary reading in the school scene and its potentialities in the extra-school context, in the role of contribution to the literacy and the formation of the reader. It is proposed in this work, a dialogue with the authors that discuss about this subject and that can help to reflect on and deepen in the studies about situations of great relevance in the work of formation of the reader, in the classroom and outside of it. The discussion points to the need for proper use of the literary collection in school, as one of the paths to literacy. In this sense, they signal to the approach to be promoted by the school between textauthor- reader, considering the context in which the subject is inserted. It is hoped that the text can provoke reflections on paths, in the search for better practices of literary literacy in the school context for the formation of readers
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Abstract:
This article aims to discuss literacy
and literary reading in school as a contribution to
the formation of the reader through concepts of
literacy, from the authors: Soares (2004), Goulart
(2006), Street (2010, 2014) and Kleiman (2001),
for understanding that literacy has a “plural”
meaning and literature is part of this process
of knowledge acquisition for the construction
of knowledge needed in the formation of the
literate subject. Some questions guide this
proposal: How does literary reading happen in
the school context? What is the relevance of
literary reading in the classroom, in the literacy
process? These questions can contribute to
Produção Científica e Experiências Exitosas na Educação Brasileira 2 Capítulo 29 335
the debate about the comprehension and relevance that is being given to the literary
reading in the school scene and its potentialities in the extra-school context, in the
role of contribution to the literacy and the formation of the reader. It is proposed in this
work, a dialogue with the authors that discuss about this subject and that can help to
reflect on and deepen in the studies about situations of great relevance in the work of
formation of the reader, in the classroom and outside of it. The discussion points to the
need for proper use of the literary collection in school, as one of the paths to literacy.
In this sense, they signal to the approach to be promoted by the school between textauthor-
reader, considering the context in which the subject is inserted. It is hoped that
the text can provoke reflections on paths, in the search for better practices of literary
literacy in the school context for the formation of readers
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Número de páginas: 15
- GISLENE DE SOUSA OLIVEIRA SILVA
