The textual genre “legend” in literacy practices: a dive into the history of ribamarense

Abstract

In this article, we weave theoretical reflections about mother tongue teaching and the process of literacy and literacy in the early years of elementary school, as well as its relationship with cultural studies. We present a theoretical overview of the conceptions of literature and literacy and their implications for teaching. We adopted the concept of socio-interactionist language, because we understand that there should be a link between the teaching of the Portuguese language and social practices. We address theoretical and methodological conceptions about cultural studies and literacy. Our objective was to investigate in what sense the teaching of the legend genre through the didactic sequence contributes to the teaching and learning of reading and writing, as well as to the protagonist of the ribamarense student. To this end, our main theoretical contributions are: Todorov (2016), Oliveira (2010), Cevasco (2016), Street (2006), Luquet (1913), Piaget (1969) and Rocco (1996). We highlight cultural literacy practices as essential to literacy and literacy activities.