“Projeto Jovem Leitor”: uma proposta de letramento literário no ensino remoto.

Abstract

This work provides a reflection on pedagogical practices applied to literary studies in the classroom by the teacher. The school is one of the main environments that keep students in contact with literary culture, so it is important to work with pedagogical practices aimed at the formation of the reader, which can contribute to literary literacy. The main objective of this research is to analyze the "Young Reader Project", implemented by the Government of Paraíba, in 2017, to propose strategies in the 9th grade classes that expand the literary competence of students, through literary literacy, as well as, help teachers to rethink their practice. In order to do so, a bibliographic research was adopted as a methodology with a qualitative approach, relating the contents of the works of the “Projeto Jovem Leitor” program to official documents of education, such as PCN's (1998), BNCC (2017) and PCEP (2019), and discussions were raised about the contextualization of the history of literature at school, while the relevance of literary literacy in the formation of the reader of literature was highlighted, with based on studies by Cosson (2019 and 2020), Kleiman (2004), Candido (2004 and 2011), Street (1984), Zilberman (2012), Bordini and Aguiar (1988), Jouve (2012), Soares (2009), Paulino (2001), Abreu (2006), among others. In this perspective, based on the postulates of Cosson (2019), three basic sequences were presented, from the program Projeto Jovem Leitor” 9th grade, which allows the student to gradually experience a set of literary texts. It is also the purpose of this work to take a look at the current reality of Brazilian education, since the teaching practice experiences a challenge, due to the context of the pandemic caused by COVID19. Thus, in the midst of this challenge of remote teaching, the sequences are adapted to be applied in online teaching. Therefore, it is believed that the pedagogical practices for the "Young Reader Project", mediated by methodological strategies of literary literacy, contribute to the development of the reader of literature.