Narrativas amazônicas de Luís Sevalho, mediação pedagógica e letramento literário no 6º ano do Ensino Fundamental

Abstract

This dissertation analyzes the pedagogical application of prose narratives from Contos, dramaturgias e lendas amazônicas (2021) by Luís Sevalho in the development of literary literacy among sixth-grade students at Escola Estadual Professor José Bernardino Lindoso, in Manaus, Amazonas, Brazil. The research problem investigates how these narratives may contribute to reader formation within the Amazonian school context. The study adopts a qualitative approach with a planned pedagogical intervention carried out over three sessions, structured according to the basic sequence proposed by Rildo Cosson — motivation, introduction, reading, and interpretation. Data were produced from triangulation of diagnostic and evaluative questionnaires, students' written and visual productions, and the researcher's field journal. The theoretical framework draws from Antonio Candido's principle of literature as a human right, Cosson's theory of literary literacy, and the conceptions of myth, water, and the sacred found in the works of Marcos Frederico Krüger, Socorro Santiago, and Mircea Eliade. The contextualization of Sevalho’s literary production situates his writing within the riverside oral traditions from the Middle Solimões region, which draws from Rufino's and Krenak's reflections on ancestrality as an active force in the present, a conception here understood as ancestral writing, a term proposed by this study to describe a practice that renews collective memories and ways of existence through literary language. The analysis of six selected narratives — “Boto flecheiro tefeense”, “Lenda do cururu Teitei”, “O curupira do Xidariní”, “O sucuri do Mamiá”, “A cobra Ouromante”, and “Lenda do bairro de Santo Antônio em Tefé”— reveals the presence of mythic structures, a poetics of waters, and hierophanies that organize the Solimões riverside imagery and shape the meaning to the students' experience. The findings indicate that the mediated reading of Sevalho's narratives supported the construction of meanings linked to Amazonian cultural identity, broadened students' literary repertoire, and demonstrated the pedagogical potential of regional literature as an instrument for critical reader formation in the 6th grade of Lower Secondary Education.