Leitura e ensino de literatura: reflexões de uma prática vivenciada com estudantes do ensino médio.

Abstract

This work reflects on the teaching of literature and the formation of readers in high school based on the literary literacy proposal (COSSON, 2018) and on the assumptions of the Aesthetics of Reception and Effect (ISER, 1996; JAUSS, 1994). The experience from which our reflections derive was carried out in a state school in Paraíba and involved systematic work with the reading of ten literary texts that address the theme of loving diversity. In this article, we stick only to the set of procedures applied to the reading of the short story ―...Perfect crime does not leave suspect‖ (2006), by Antonio de Pádua Dias da Silva, when there was a deepening of reflection on the configurations of sexual and affective relationships not only as an object of literary representation, but also as subjective practices exercised in the sociocultural context in which students are inserted.