Multiletramentos e diálogos no ensino médio: uma experiência em defesa da leitura literária livre na escola

Abstract

The present work reports an experience that took place between the years 2022 and 2023, in a public school in Belo Horizonte. Over these two years, I proposed to the students that they give presentations on literary works they had read and would like to recommend to their classmates. This work aims to report on the implementation of this experience. Among other objectives, it seeks to provide opportunities for students to share their readings with their peers, to encourage the sharing of their worldviews, to stimulate reading in students who read little or show little adherence to the culture of reading, to propose to student readers activities of retextualization, especially regarding the use of visual material and orality, and to explore cultural products that are part of these students' routines. To this end, we adopt, in Chapter 2, the conception of Silva (1986, 2004) and Kleiman (2010), for whom students are not encouraged to create bonds with reading because it is often not treated as a compulsory element, but as a pleasurable activity. We also pay attention to the need for literary reading, echoing Candido (2012), Aguiar (2003, 2012), and Cosson's (2011) Literary Literacy. In Chapter 3, we describe the methodology we used. Finally, in Chapter 4, we report some of our results.