Café literário: leitura crítica e protagonismo no Ensino Médio

Abstract

Literature has been present in people's lives since birth, through lullabies or reading classic children's books. We call this literary literacy. New technologies, in turn, have broadened the forms of access to reading, resulting in changes in the field of literary literacy. That said, this paper focuses on literary literacy strategies for students in the first and second grade of high school, in two public schools located in a town in the metropolitan region of Rio Grande do Sul, Brazil. Attention to this topic is justified by the need to think about methodologies that involve students and awaken their pleasure in reading, turning them into critical readers with a more comprehensive view of the world. In this sense, the Literary Café is proposed as a methodology that places the student as the protagonist of their literary choices, while the teacher guides and observes the process. The objective of this research is therefore to present and develop, within the scope of the Literary Café, a literary literacy practice for teaching literature in schools. As for the specific objectives, we have i) to present and ground the Literary Café, identifying the stages to be carried out inside and outside the classroom; ii) to identify and analyze the students' impressions of their reading practices, based on their literary reading experiences, in a dialogue circle; iii) to enhance the role of Literature in school to promote the student's protagonism, criticality and autonomy in society; iv) to promote the development of reading strategies, through the Literary Café, so that they reach other school groups, thus increasing the perspective of forming student-readers. In order to achieve these objectives, the data was generated from a dialogue circle with students from the 1st and 2nd grades of secondary school at the schools participating in this research. The theoretical basis, among others, includes Cosson (2006, 2009), Machado (2019), Candido (2011), Souza (2020), Thewes (2021), who support the idea of the relationship between literary literacy in the integral formation of the student, as an individual inserted in the literate and social environment. The data analyzed provided favorable answers to the question about the role of Café Literário as a literary literacy proposal, considering the project itself, the students' reading experiences and the scope and reach of the activities carried out. It is expected that, through this research, it is possible to contribute with more reflections and data about the importance of literary literacy as one of the areas of action taken by the school to encourage a constant interest and habit of reading on the part of the students, making them critical readers and protagonists of their literacy process.