A formação do leitor literário no 9° ano do ensino fundamental: uma proposta de leitura intertextual a partir do cordel e do auto da comparecida.

Abstract

The present work sought to reaffirm the importance of the formation of literary readers in Elementary School II, considering the reduced space and the devaluation of literature in this segment. The study undertaken here and our trajectory as a teacher has shown us that this training is increasingly necessary at all levels of basic education, since it aids in the human and cognitive development of individuals. Considering the contemporary society, which demands more and more proficient readers, we elaborated as a product of this research a proposal of intervention, directed to the 9th year of Elementary Education, that would improve reading competence by the literature bias. The objective of the work is to develop the students' active taste and interaction in the face of literary reading in the classroom. To make the proposal viable, we opted for texts that dialogue with each other. We believe that the analysis of the intertextuality that involves the Cordel Literature and the Auto da Compadecida can broaden and enrich the author-text-reader interaction, providing a better interpretation, understanding and development of reading and textual production skills. Suggestions for proposal activities are anchored in Cosson's Basic Sequence (2014). In addition, our theoretical contribution is based on the conceptions of Candido (2004), Aguiar and Bordini (1988), Zilberman (1989), Colomer (2007), Solé (1998), Cosson (2014), Bakhtin 1974), Koch (2012), PCNs (1998), among others.