LITERARY READING PRACTICES IN THE TEACHING OF THE PORTUGUESE LANGUAGE: A PEDAGOGICAL PROPOSAL FOR HIGH SCHOOL

Abstract

This article aims to propose a didactic sequence for the teaching of literary reading in the subject of Portuguese language in high school, aiming that students perform the full reading of literary works, thus contributing to the development of a critical stance. The National Common Curricular Basis (BNCC) shows that a teacher is expected to act as a mediator, capable of encouraging reading practices and favoring the development of cultural repertoire and students' literary literacy. In this perspective, literary reading is understood as a language practice, fundamental for the critical formation of subjects. In this research, it is considered that even when teaching mediation occurs, many students do not complete the reading of the works. This study proposes a didactic sequence focused on work with literary reading in the classroom, within the framework of Portuguese language teaching. with high school students.