A práxis da literatura na escola: sequência didática como atividade social e cultural em Os miseráveis, de Victor Hugo

Abstract

The present work aims to show how literature is important within the classroom, contributing to the individual formation, increasing their perceptions about the world, critical sense, and expanding their knowledge in general. Literature used as a didactic sequence is a considerable tool for the reading and learning process of students, since, through the formation of thinking individuals, society becomes more balanced, fair and with more conscious citizens. Therefore, in our work, we use a qualitative methodology to data collect and information, with the theoretical support of some authors such as: Candido (1972), and his conceptions about literature, Cosson (2016), focused on literacy as a way to expand the constructive meanings of individuals and also Dolz (2004), with his studies about social practices, together with literature in the classroom.