Boas práticas de letramento literário: o prêmio professores do Brasil

Abstract

The literary reading refers to the process of appropriation of literature as a literary construction of meanings (Cosson, 2006). The literary reading needs the school to materialize, that is, it demands four fundamental characteristics: direct contact of the reader with the work; construction of a community of readers; expansion of the literary repertoire; and reader participation in systematized activities aimed at the development of literary competence. To clarify this thesis, it defined as theoretical foundation the studies of Cosson (2006; 2012); Bajour (2012); Colomer (2007); Soares (2020), among others. The following objectives were chosen for the research: (i) to identify the contests for basic education professionals with awards for literary reading practices; (ii) to identify good practices of teaching literary reading described by teachers of Brazilian public schools; (iii) to discuss the theoretical and methodological principles underlying these practices. The methodological approach adopted was the documentary analysis and the contest chosen to collect the data was the Teachers of Brazil Award, held by the Ministry of Education from 2005 to 2018. The materials consisted of a set of eighteen reports of experience of teachers of Early Childhood Education and Elementary School I. The analysis of the data described the practices of teaching literary reading, organizing them according to the four fundamental characteristics described by Cosson (2006). It is concluded that the experience reports analyzed articulated powerful practices of literary reading, contributing to the formation of autonomous readers.