Letramento literário: práticas envolventes nos mitos e lendas

Abstract

Our study was elaborated with the intention of promoting a more sensitive literary reading for the seventh grade sudents of Elementary School and thus instigate their taste for reading. Recognizing the responsability of the school in the literacy process, and the importance of the teacher’s mediation in literary reading activities, we investigate the level of literary literacy of students so that we could develop more consistent interventive literacy activities that would contribute more effectively to their literary formation. Our research was to propose an intervention plan to accompany and collaborate in the literary literacy process of students and ellaborate engaging literacy activities that would allow the interactive participation of students in the act of reading and raising awareness about the specificity of the fictional texts. Our project was based on the social, cultural and universal trait of literature (CANDIDO, 2011), seen as a common right and capable of transforming people as to humanize them. We chose the action research because it pressuposes an action plan based on the objectives to be achieved, and still guided by a process of monitoring and control of these actions that we put into practice and end up becoming the intervention itself (THIOLENT, 2011). The choice of myths and legends as a corpus for our research is due to the fact that they are very useful for the reading formation and responsible for an important cultural base for the person. In addition, the myths enable us to know the various conceptions of the origin and the world phenomena. Our interventional practises are based on the theoretical guidelines of reading, literacy, literary literacy and the contributions arising from the aesthetics of reception that are grounded on the works of several researchers of these themes, such as: Kleiman, Koch, Kramer, Soares, Tfouni, Cosson, Zilberman, Zaponne, Jauss, Iser, among others. We hope that our proposal of literary literacy allows our students to see the reality, the world and the beings around them under a different perspective and therefore, making them more human, sensitive and critical. And, furthermore, may these interventive activities motivate their social practises of writing and reading, both in the school and out from it.