O estudo do mito e da lenda como estratégia para fomentar o letramento literário no 9º ano do ensino fundamental.

Abstract

The group that received the survey on the literature on non-primary education is a study on the ninth grade of elementary school. In this sense, the literary texts are directed through indicators that allow the so-called utilitarian rulers. In view of this problematic, this research presents as main objective the reading and strategies of approach of myth and legend that contribute to the promotion of literary literacy as a social practice. The literature review based on Cosson (2009 and 2014), Freire (1991), Marisa Lajolo and Regina Zilberman (2007), Mortatti (2004), Soares (2006; 2009), Brandão (2011), Eliade (1972), Dolz, Noverraz Schneuwly (2004) among others, some of whom are involved in the evaluation of literary text in process literature readers, among them, the process of literacy literacy and mediation through the textbook, showing an urgency to resize this work. This is a teacher of the protagonist of the teaching-learning process, for being the mediator between literature and students. In this way, his theory of education is permeated by concrete experience wit literary literature, which enables aesthetic frustration and a formation of taste. The mediating teacher must have knowledge about literary literacy at the same time required, as it also presupposes an in-depth knowledge of literature. In this perspective, it was suggested, in this work, a didactic sequence, conceived in the light of Rildo Cosson (2009), Dolz, Noverraz and Schneuwly (2004), Mascushi (2003) as a possibility of resizing literature teaching in the ninth year of Elementary School. As well as the world's most important activities of the myth of "Apollo and Daphne", featured in Franchini's AS 100 and Seganfredo (2007), and the legend "The Pink Boot", present in AS Franchini's The 100 Best Legends of Brazilian Folklore (2012) contributes to the formation of readers in the quality of readings and how interpretations are shared. Myth and legend will be explored in their aesthetic, cultural, historical, social and ideological dimensions, as well as on their part with other languages, in order to form readers. It is emphasized that the didactic-methanol proposal the existing function was ready to the age of action to the teachers of Portuguese language.