Experiências significativas de leitura e escrita do texto literário no IFPB.

Abstract

The present study presents an experience report resulting from didactic intervention focused on literary literacy and how this practice contributes to the development of reading and writing skills in high school, an activity fundamental to the integral development of students of the integrated courses of the IFPB. It arises from the need to resignify the teaching of reading and writing in the modality integrated to professional training, because it understands that the profile of this student requires a language teaching that transcends instrumental perception. To this end, the path taken during the intervention practice is described, based on the intersection of theoretical contributions from the reading areas, in an interactive view, of literary literacy, as well as the Receptive Method of Teaching Literature. Organized in sections that contemplate, concomitantly, the literature review and the description of the path trailing during the interventional activity. This is a field research, intervention, developed at IFPB - Cajazeiras. The results point to the contributions of literary studies, directed on the basis of relevant theoretical bases, to the development of reading and writing skills in high school.