Letramento literário: uma sequência didática da obra "O quinze" de Rachel de Queiroz.

Abstract

This work intends to promote literacy literacy through a didactic proposal from O quinze by the natural author of the state of Ceará Raquel de Queiroz, to 3rd year high school students. For this goal to be achieved, the specific objectives of this proposal are the following: to reflect on literacy literacy aspects and their importance for the reader's formation and propose an expanded didactic sequence focusing on the literacy literacy from the novel selected for this study. For the accomplishment of our work, contributions to the theoretical discussions were used Cosson (2021), BNCC (2018), OCEM (2006), among others. For that, we have applied study, exploratory and bibliographic methods. The theoretical basis addresses issues of literary literacy and also the critical fortune of the work and we followed studies of Andrade (2020), Schmidt (2020), and Medeiros (2010). As a result of this research, we elaborated a didactic sequence focused on students from the 3rd year of high school, following the sequence model by Cosson (2021). Such a sequence was developed with activities that intend to put into practice the literacy literacy, which should culminate in the formation of readers.