Letramento literário e o ensino de língua portuguesa nos anos fi­nais do Ensino Fundamental: desafios e possibilidades para a cons­trução de novos saberes

Abstract

It is a consensus among scholars and educators that, through reading, the individual becomes more critical of society and all the issues that surround him. There is a prevailing discourse that the school is the most respected literacy agency and, therefore, it is to it that society delegates as one of its main functions, the mission of offering an environment conducive to reading practices, especially literary ones. The official documents dealing with the school curriculum determine the work with literary literacy as an axis of relevance in Elementary Education and, at the same time, explain that literature is a determining factor for citizenship education. As opposed to the unison discourse about the importance of literature and reading training, it is not uncommon for students to be unmotivated and dissatisfied with Portuguese language classes, especially with regard to reading literary texts, as they are considered complex and difficult to understand. This article presents as a fundamental issue the rescue of literary literacy, as an alternative to teaching work aimed at (re)approaching students in the final years of Elementary School to reading in a perspective of construction of meanings, identification of values, identity and identification of characteristics, which from a methodological approach lead to the development of abilities and competences to the formation process of readers by fruition. In addition, it is necessary for the school to assume its responsibility in this process, as it is one of the few spaces in which children and young people have access to systematized and expanded literary knowledge in favor of the formation of readers and active subjects in a literate society.