(Re)Thinking reading practices in school: emancipation through literary text
DOI:
10.23926/RPD.2024.v9.e24015.id767Keywords:
School, Education, Reading, Literary Text, Reading SocietyAbstract
The literary text, when worked from a dialogical perspective, plays a fundamental role in the formation of a citizen subject with creative competence, socially and culturally aware, enabling the student to have a more critical way of rethinking society and the world. Our research seeks to analyze how Mato Grosso literature texts are received in a 9th year class of Elementary School II, emphasizing the possibilities of using literary texts and their contribution to the formation of literary readers, as well as discussing the potential of the literary texts contained in the Revista Literária Pixé to continue the reading process with an emancipatory bias and a more conscious attitude towards life and literature, in a constant cultural and social enrichment. The proposed study is based on qualitative research, in relation to the procedures we work with the case study. As a basis for theoretical construction, authors and philosophers such as Mikhail M. Bakhtin (1986) Bordini (1993) were taken as references; Aguiar (1993), Bourdieu (1989), Candido (1972) and Freire (2003)
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