Letramento literário no 7º ano do ensino fundamental II: uma proposta de leitura para a obra Malala, a menina que queria ir para a escola

Abstract

The objective of this work is to elaborate an interventional proposal for learning literary reading and to develop it with the intention of expanding literary literacy promoting the creation of a community of readers and privilege competences of reading and writing on the young reader of the 7th grade of elementary school in a state school in the city of Reduto - Minas Gerais, making use of the book Malala, a menina que queria ir para a escola (Carranca, 2015). The research starts from Paulino and Cosson´s (2009) and Cosson´s (2016) literary literacy theories, from Cosson´s (2018) and Colomer´s (2007) community of readers based on the precepts of Cosson´s (2016) expanded sequence. One aims to seek a deepening of literary reading through the steps that make up the didactic sequence. This is based upon Candido's (2011), Todorov's (2009), Freire's (1987; 2004), Zilberman's (2009), Gancho's (1991), Eagleton's (2017) theoretical references in order to corroborate the conception of literature that is outlined. It is noteworthy that this thesis is based on Thiollent´s (2011) action research structure associating theories of literary literacy with teaching practices to build an intervention instrument to verify how the relationship between theory and practice can contribute as a factor of modification of the observed reality and as an effect.