LEITURA LITERÁRIA NO 6° ANO: UMA PROPOSTA PARA A FORMAÇÃO DO LEITOR

Abstract

The school hás tem function of forming subject readers capable of understanding reading as a social practice through contact with various texts, enabling dialogue with several existing contexts. However, we know that tem practices performed in most schools have a great deficiency in terms of expanding tem methods and repertoire of texts chosen to be used in tem classroom, not offering adequate conditions for students to arouse interest in tem literary text. Literary reading allows us to experience different experiences that define us as reading subjects and that consequently will reflect on our personal and professional training. Knowing tem importance and contribution of literary reading in tem life of tem reader and even more, knowing tem difficulties faced daily for students to have a direct contact with literary reading in their life, we conducted a study seeking to understand how this access to literature can happen, what paths should be followed and tem strategies that we must use so that this contact occurs and happens in a pleasant way, without wear or trauma. For this, a suggested reading project was developed to be carried out in a class of 6th grade of elementary school II, seeking ways to demonstrate to tem reader that literary reading can be pleasurable even if it occurs within tem school space when suggested by tem teacher. Cosson (2015), Freire (1989), Michèle Petit (2009), Bordini and Aguiar (198), in addition to tem National Curriculum Parameters (1998) and tem Common National Curricular Base (2017) were fundamental to tem development of this proposal.