O conde de Monte Cristo: uma releitura do clássico a partir do letramento literário

Abstract

This work aims to propose a reinterpretation of the French classic The Count of Monte Cristo, by Alexandre Dumas (2012) and Chianca (2008), from the perspective of literary. To this end, a reading practice suggested for 9th grade classes of Elementary School II – Final Years is proposed, following the stages of the basic sequence (Cosson, 2020). This research has a qualitative approach and its methodological path is a bibliographic review, whose theoretical contribution is based on studies on the classics in Calvino (2001), Candido (2011); and on literary literacy in Cosson (2020), Zilberman (2012), Silva (2023) among others. Furthermore, the selected analytical categories, principles, values and learning represented in the work analyzed here demonstrate the relevance of aesthetic and literary value, whether in the classroom or beyond, contributing both to the formation of readers and to the integral formation of the subject, being a path of self-improvement of skills and competencies that, based on literary literacy, prepares the formation of students to become new readers and citizens who are more prepared in a moral and ethical way, given that, through literature, readers find a way to learn to overcome challenges and obstacles in their social experience.