Das narrativas seriadas audiovisuais à literatura: reconhecimento e valorização das preferências leitoras dos alunos.

Abstract

Teaching Literature is permeated by challenges, including the lack of literary texts in the final years of Elementary School. Therefore, literary texts are almost always worked on with objectives focused on grammatical and linguistic analysis. Given the above, this study's general objective is value students’ reading/fictional preferences in the final years of elementary school based on their taste for audiovisual serial narratives, as we believe that the connection between the daily experiences of students with the choice of literary text will provide successful experiences in the process of bringing the student closer to the reading world. The specific objectives are outlined as follows: I) identify which audiovisual serial narratives are popular among students; II) develop pedagogical strategies for choosing literary texts based on the themes of students’ favorite audiovisual serial narratives; III) discuss the contributions and relevance of considering students' tastes in reader training; IV) develop a pedagogical catalog that brings students' experiences with literary texts closer to their taste for audiovisual serial narratives. The methodology was based on bibliographical research and of an applied and explanatory nature, the investigation is characterized as a qualitative approach. To support our research, we reflect on literary reading at school in the light of literary/fictional literacies. The research is mainly based on the postulates of Antônio Cândido (1995/2010), Rildo Cosson (2009), Mirian Zappone e Nascimento (2019) Regina Zilberman (2009). As a product resulting from this research, we built a pedagogical catalog of correspondence between audiovisual serial narratives and literary texts to consider the student's world, and then choose the literary text suitable to the student's taste.