O leitor literário no primeiro ano do ensino médio: a interação entre aluno e texto a partir de contos de mistério

Abstract

This paper has as purpose to identify the causes of the distance of the student from High School of the literary text and think about the importance of these texts in the interaction between student and book, so that we can establish methods that contribute to the approximation of the students with the narratives by the Reading and the analyze of mystery tales to stimulate the interest of these readership to readings more complex, for example a novel. That way, it was necessary to comprehend how the process of the schooling of Literature was and how it is worked at school in now days, problematizing the obstacles of the development of the literary literacy and highlighted some of the specificities of the beginner student of that school time. We adopted the mystery tales “As Formigas” and “Venha ver o pôr do sol” by the Brazilian author Lygia Fagundes Telles, as indication of reading to be done in the classroom with this beginner public, because we comprehend these types of narratives allow the development of a work that permits the learners comprehend the characteristics of a narrative text, in order to provide an experience of reading able to assist the student’s formation while reader and captivate them. It was necessary an approach about the tales and its narrative characteristics, so we could analyze the tales previously mentioned better. This paper is defined as bibliographic and we based in in the studies of the authors like Almeida (2014/2018), Cadermatori (2009), Candido (2004), Carvalho (2017), Cortazár (1993), Cosson (2006), Gotlib (2006), Moisés (2006), Zilberman (2009) among others, aiming to comprehend how the Literature teaching and the work with literary texts are developed and can be modified by the proposal that concerns the literary literacy with the help of mystery tales. This way, we realized the importance of the work with texts in the process of reading and the interaction between student and literary book.