Letramento literário: o conto fantástico como instrumento de formação do leitor crítico

Abstract

Literary literacy is crucial for the deep understanding of literary texts, going beyond the decoding of words. The development of this literacy through the fantastic tale allows the formation of critical readers and the appropriation of literature as a language and social practice of which they promote dialogues and discussions, encouraging critical reflection in students, being the responsibility of the school, to promote pedagogical and didactic strategies that contemplate literary literacy in the classroom, improving the quality of reading teaching, contributing to effective education. The objective of this work is to investigate and understand how the use of the fantastic tale, supported by specific pedagogical and didactic practices, can contribute to the formation of the critical reader by promoting literary literacy. To this end, the chosen methodology has a qualitative, descriptive, interpretative approach. The methodological procedures adopted will be based on bibliographic research, with data collection from content analysis. To support this analysis on the formation of the critical reader, via literary literacy under the subsidy of fantastic literature, it is essential to consider authors who contributed significantly to the theme: Bordine. M.G.; Aguiar (1988), Cosson (2009), Todorov (2008), Soares (2006), Ceserani (2006) among others. We believe that this research will enable the construction of productive pedagogical strategies through the fantastic tale, contributing positively to the formation of the critical reader by promoting literary literacy, which has as a fundamental role, to form competent readers who can build a more informed, critical and culturally rich society.