Malala, a menina que queria ir para a escola, de Adriana Carranca: uma proposta de letramento literário no Ensino Fundamental

Abstract

This work aims to present a proposal for literary literacy in the classroom with 8th-grade students from a public school in Salvador (BA), based on the work “Malala, the girl who wanted to go to school”, by Adriana Carranca. Grounded on the theoretical perspectives of Cosson (2006), Cândido (1995), Soares (2009), Rouxel (2013), and Cruz (2024), it seeks to understand how literature can contribute to the formation of readers capable of understanding meaning in reading and relating it to sociocultural practices. Developed over ten lessons, the research was organized according to the basic sequence of literary literacy proposed by Cosson (2006), from which records of the practices were produced through the teacher's diary and the reading diary created by the students. The results show that contact with the work sparked students' interest in reading, especially given the differences in historical and social context, in addition to providing opportunities for the development of skills related to literary reading and critical thinking, deepening reflections on the right to education, gender equality, and the transformative power of education.