O romance de José J. Veiga na sala de aula: Uma proposta de sequência básica de letramento literário

Abstract

This monograph aims to produce a basic sequence of literary literacy using the novel genre. To this end, the work proposes a reflection on the importance of literary reading at school, understanding literary literacy as an alternative for teaching literature in dialogue with the concept of experience and presenting the novel Sombras de Reis Barbudos (1972), by José J. Veiga, as a possible literary text for developing a literary literacy proposal for high school grades. The research is based on the theoretical and methodological assumptions of the literary literacy paradigm systematized by Rildo Cosson (2020; 2021), in dialogue with the concept of experience, proposed by Jorge Larrosa (2011). The method used to work with the novel in the classroom follows the four interconnected moments of the basic literary literacy sequence: motivation, introduction, reading and interpretation (COSSON, 2021).