O objeto livro na aula de literatura: letramento literário e ampliação de repertório de alunos do sexto ano com leituras de adaptações de Dom Quixote

Abstract

The objective of this work is to think about literary literacy practices that can bring students from the sixth year of Elementary School closer to the book object, through the elaboration of a Pedagogical Notebook. To try to achieve this goal, two adaptations of the Don Quixote canon were chosen. The concepts of “Literary Literacy” (Cosson; Graça, 2009), “Canon” (Paulino, 2004), “Community of Readers” (Cosson, 2014), “Repertoire” (Iser, 1996), “Adaptation” (Hutcheon, 2011), “Categories of Narrative” (Abdala Junior, 1995) and “Quadrinistic Language” (Ramos, 2019) constitute the fundamental theoretical bases of this work. The methodology that guides the development of interventional action presented in the Caderno Pedagógico is action research, proposed by Thiollent (2011). The Pedagogical Notebook is divided into three stages: in the first moment, the project is enunciated for the students and the writer's time and the reader's time are contextualized; in the second moment, the protocoled reading of the “HQ Dom Quixote” is carried out; finally, in the third moment, the knowledge internalized by them is evaluated, based on the exhibition of the cartoon “Don Quixote”