A construção do leitor proficiente através da literatura gótica: proposta de sequência básica e expandida.

Abstract

This research comes from a need of innovative practices for the working with the reading of literature in the Elementary School Years and it has as main objective to improve reading, discussing, linguistics and writing skills of students through literary literacy. All the elements discussed here will show how urgent it is that a dynamic work with the literary text come into practice. So, based on Cosson (2016), it will be presented a didactic-methodological proposal of intervention, through two literary didactic sequences with gothic works: a basic didactic sequence, having as its main text the novel Dr. Jekyl and Mr. Hyde, by Robert Louis Stevenson, and an expanded one, on Frankenstein by Mary Shelley, adapted by Cláudia Lopes. We will work with links among the many gothic texts with different textual genres. We believe this proposal may contribute to an effective work with literature in class. Thus, we will carry out a research of bibliographical nature based on theoretical support of important researches of the area, such as Antunes (2003), Colomer (2007), Cosson (2012, 2017), Dolz e Schnewly (2004), Freire (2011), Giassone (1999), Jouve (2012), Kleiman (2005, 2013), Koch and Elias (2010), Lemov (2011), Machado (2009), Martins (1994), Oliveira (2013), Pennac (1993), Rangel (2009), Reuter (2002), Pouxel (2013), Salomoni (2005), Santos (2017), Soares (2017) and Terra (2014), among others, about reading, literary literacy and government programs for the reading of literature, having in mind the Elementary School years. Our proposal is theoretically supported, being this a remarkable quality of it, since the didactic sequences teachers have access are given them already made and they all have no theoretical information about the relevance of each activity.