A mediação docente no letramento literário: o professor como agente transformador nos anos finais

Abstract

The role of the teacher in Literature Teaching should be that of a mediator. This is the assertion that guides this dissertation. Its objective is to discuss the role of the teacher as an agent of literary literacy in the practice of teaching literature in the final years, as well as to investigate the approaches in the field of literature teaching, starting from the teacher as an agent of this process, through the analysis of a literary literacy project, carried out with 9th grade students in the final years of elementary school at a municipal public school in Manaus/AM, together with the Amazonas Research Support Foundation (FAPEAM), through the Science in School Program (PCE), in 2022. The methodological procedures adopted focused on exploratory research, with a qualitative approach, combined with bibliographic research focused on the concepts of literature teaching, literary reading, literary literacy, and mediation. To this end, the investigations were supported by Cosson (2009, 2014, 2014a, 2014b, 2020, 2021, 2021a), Cosson and Souza (2011) Cosson and Paulino (2009), Paulino (1998), Zilberman (2008, 2012), Petit (2009, 2013), Colomer (2007), Candido (1998), Segabinazi (2016), Cavalcante (2018), Sousa and Segabinazi (2019) and Cavalcante (2018), Munita (2021), among others. The corpus of analysis was constituted from the data originated from the aforementioned project, together with the list of projects approved in the Science in School Program of FAPEAM, from 2020 to 2023, from the analysis of the Reports of the Viajando na Leitura Program of Semed/Manaus and the Municipal School Curriculum (CEM). The analysis showed that the mediation of literary reading is an essential condition for the realization of literary literacy. It is up to the teacher to offer opportunities to use literary language, plan, organize and articulate the appropriate methodology, systematize strategies for reading literary texts in the classroom, to meet the different needs of students, supporting them in reading, interpreting and expanding the meanings in literary texts. To this end, it is essential that the teacher be a reader. Therefore, this work allowed reflections to rethink the pedagogical practice of teachers regarding literary reading in the classroom in the Final Years of Elementary School, in addition to strengthening the right to equality and literature in basic education.