LITERATURA EM MOVIMENTO: UMA PROPOSTA DE SEQUÊNCIA DIDÁTICA PARA A FORMAÇÃO DE LEITORES ATRAVÉS DE METODOLOGIAS ATIVAS

Abstract

This work discusses some gaps in Portuguese language teaching in Brazil, highlighting the fragmentation between the areas of grammar, literature and text production, which compromise students' reading and writing development. Furthermore, students' lack of engagement with reading in general is a recurring problem. Based on these reflections, the work proposes a didactic sequence for the 1st year of high school, integrating active methodologies (Project-Based Learning, Flipped Classroom and Game-Based Learning) that encourage the reading and analysis of literary texts in a dynamic way and connected to students’ daily lives. The main objective is to provide teaching that promotes student protagonism and incorporates the use of technologies, without disregarding the reality of schools with fewer resources. Other objectives of this work are to promote the integration between reading and text production, develop students' autonomy and creativity through activities that involve textual production and critical reading, as well as contributing to the formation of readers, capable of analyzing and interpret texts in a reflective and contextualized way.