Ensino de leitura literária com o gênero conto: uma prática pedagógica em contexto de privação de liberdade.

Abstract

This paper presents the results of a pedagogical practice focused on teaching literary reading. The experiment was conducted with a third-year high school class from EEEFM Nelson Mandela in Viana-ES. The practice consisted of six one-hour classes, developing activities focused on literary literacy, meaningful experience with literature, forming reading habits, improving critical thinking and human development. The methodology adopted was the Basic Sequence described in the work Literary Literacy: Theory and Practice by Cosson (2014), which systematizes literary reading in four stages: motivation, introduction, reading, and interpretation. We used Conto de Escola by Machado de Assis as study material, a short and intense narrative chosen for its dialogue with the student's experiences. The experiment provided significant advances in literary reading and the students' textual production, evidenced by the development of new endings for the story, demonstrating more excellent critical thinking and creativity.