Vivências literárias: uma proposta sobre a ressignificação da leitura no Ensino Médio

Abstract

Given the need to rethink the practice of literary reading in High School, the aim of this article is to research intervention strategies, which could be analyzed to give new meaning to literary reading in High School, connecting characters from Brazilian Literature with dilemmas experienced by students. Therefore, the importance of the sociological skills of Literature in learning and school success is highlighted, especially for adolescents in situations of social vulnerability; and in this way, the theme presents teenage students from a public school in the north of Minas Gerais, inserted in a historical, cultural context, part of contemporary society. The text highlights the need to address sensitive topics during reading classes and also highlights the importance of creating a school environment that promotes student protagonism. In this sense, Literature presents itself as a tool to instigate the restructuring of young people's conceptions regarding literary reading, highlighting the importance of promoting criticality. Therefore, this study proposes a multidisciplinary work in order to rescue the pleasure of literary reading in High School, making students recognize in the characters and works studied a path to construct meaning in their teaching-learning process.