The relationship between teaching and literature: a look at the dimension of action and teaching performance

Abstract

Based on the enunciative-discursive dimension of language, this text considers written words as a form of expressiveness and dialogue between reader and text. Literary literacy is seen as a practice of appropriating literature as a language, of producing meanings, of literary experience, without being restricted to the school period, which occurs in different social instances. However, the school shows itself as a space for managing reader actions, which allows significant experiences with the literature. So, the purpose is to reflect on the relationship between teaching and literature, through an experience report of actions and practices that involve literary reading, performed in the classroom context. Based on the description of the experiences report, developed by a 2nd grade elementary school teacher, with children in the process of alphabetization, a reflexive analysis of literary reading actions is presented, supported by Cosson's propositions (2014; 2016), and other authors who discuss about the subject. Therefore, an approximation between theory and practice is sought, giving a new meaning to the role of literary reading in school, in order to enhance the role of the teacher as a mediator in the process of building new readers. As a result, it is highlighted that the changes regarding the pedagogical work with literary reading, developed by the teacher, were consistent with the fundamental characteristics emphasized on literary literacy by Cosson. From this reflection, it was found that actions and reading practices were proposed, which helped and encouraged the development of reading strategies by the child as reader.