PROPOSTAS DE LEITURAS LITERÁRIAS (FEMININA, INDÍGENA, AFRO-BRASILEIRA E LGBTQIA+) PARA A SALA DE AULA

Abstract

This study aims to develop literary reading at school through a reading programme, targeting students in the 9th-grade in elementary school and 1st-year high school students. The proposal includes readings of various literary texts from different genres (short stories, novels, narratives, and poems), always from an intertextual perspective which considers the literary texts as a multifaceted aesthetic objects, loaded with dimensions of language, specific structures of form and content, historical contexts and production. The readings will be organized into didactic activities, addressing different reading situations such as: oral, collective, individual, silent, and shared. These sequences will draw from literary texts by a variety authors suitablefor 9th grade and 1st grade high school classes. The objective of the research was to produce didactic material with literary activities that contribute to enriching literature-related activities in the classroom. The theoretical framework was based on the literary reading structures proposed in the Currículo Paulista and the BNCC, the interactional model that considers literary reading as a result of deep integration between the text and the reader, the reception method systematized by researchers and authors Maria da Glória Bordini and Vera Teixeira Aguiar in the book "Literatura: a formação do leitor – alternativas metodológicas" (1993), and literary literacy, a method proposed by Rildo Cosson in "Letramento Literário: teoria e prática" (2014). This work includes sixteen literary reading activities, with four from each of the proposed literary strands (female, Indigenous, Afro-Brazilian, and LGBTQIA+), each studied and analyzed according to its own characteristics while being integrated into the perspective of Brazilian literature texts. The expected outcome is the expansion of students' literary reading repertoire and the development of reading and writing skills. KEYWORDS: Reading; Literature; Resistance; Re-existence.