Letramento literário por audiolivro: uma proposta de sequência didática para a leitura de O pequeno Príncipe

Abstract

This work has as its theme “Literature literacy by audiobook: a didactic sequence proposal for reading The Little Prince”. Its main objective is to research, from the perspective of the literary multiliteracy, how audioreading on the literary reading skills of elementary school students. Based on the initial hypothesis that the exercise of hearing reading can contribute to the development and expansion of literary reading skills in elementary school students, we intend to make use of categories such as literacy, literature literacy, multiliteracy, auditory reading in addition to the presentation of a didactic sequence . The methodology adopted was carried out in the first instance through a bibliographic study based on thematic and theoretical, namely, literacy by Soares: 2009; Silva, 1998; Morais, 2013 and Martins, 1994, Rojo multiliteracy, 2012, literature literacy in Cosson , 2014 and Branco, 2005, audiobook and audio-reading in Barbosa, 2017 and Momesso, 2016). Then we will present a basic didactic sequence applied along the lines proposed by proposed by Dolz , Noverraz and Schneuwly (2004) and more specifically a basic didactic sequence as described by Cosson (2014) involving literature literacy by audiobook for a reading of The Little Prince, by Antoine de Saint-Exupéry. It is hoped with this proposition that the exposure of students to the methodological practices contained in the didactic sequence of literature literacy, from the work with literary audiobooks, can contribute significantly to the process of teaching and learning Literature.