LITERARY READING PRACTICES IN TRAINING: EXPERIENCES AND REFLECTIONS IN LIGHT OF THE BNCC

Abstract

Abstract: This study, developed from a qualitative research of bibliographic and field nature, at an extensionist pace, aims to understand how teachers and/or future teachers of Portuguese language and Pedagogy reflect on their literary literacy processes for a responsive performance in basic education, as trainers of readers of the literary text, in accordance with the guidelines of the BNCC. As a theoretical approach we have the studies of Cosson (2021), Street (2014), Zappone (2008), Soares (2012), Sousa (2020); Rojo (2009); Kleiman (2007), among others who contributed to the understanding of relevant concepts such as literacies and literary literacy for the production of study workshops on the guidelines of the Common National Curricular Base - BNCC (BRASIL, 2017: 2018) for literary reading practices in basic education and literary reading workshops for an experience about the literary literacy process and reflection on the future practice as mediator in the formation of literary readers. As a result of the extencionist activity, we point out the importance of these experiences in teacher training that assures them the need for a self-evaluation about their individual literary literacy process and as a reader educator as a continuous and humanizing process that goes beyond the university walls.

Keywords: Literature; Literary Literacy; Teacher Training; BNCC.