Práticas de letramento literário para formação do leitor: o texto intimista

Abstract

The present work aims to work on literary literacy, seen as a social use of language, in its importance in the school environment, aiming to contribute to the formation of critical readers and able to understand language in its various aspects. Therefore, academic works and articles relevant to the subject were studied to conduct reflections on the concept of literary literacy and its insertion in the teaching of literature, focusing on Basic Education. Then, workshops were designed in a public and peripheral school in the city of Uberaba, Minas Gerais, working with more intimate texts to generate greater identification with the young readership. Three short stories were chosen: Felicidade Clandestina, by Clarice Lispector; Negrinha, by Monteiro Lobato, A caolha, by Júlia Lopes de Almeida, and a novel entitled Angélica, by the author Lygia Bojunga. In the end, it is possible to highlight how such a practice, being used among students, mostly people who do not have great interests in reading, works on the subjectivity of each one, so that one can understand how literature collaborates for the construction of knowledge both about the world as well as themselves. The development of the activities proposed in this work corroborated the fact that in the midst of the 21st century it is possible to visualize how we are involved by an uncountable amount of information coming from journalistic means, advertisements, political speeches, films, series, among several other media. However, even so, we realize that there is a large portion of individuals whose reading practice is precarious, subjecting them to a lack of interest in reading or, when they read, not apprehending what is transmitted to them.