Letramento literário como instrumento potencializador do ensino no contexto escolar pós pandemia em turmas do 9° ano de uma escola estadual de Parintins

Abstract

This study had the general objective of developing methodological strategies through literary literacy workshops that minimize the impact on the difficulties presented in the post-pandemic school context in the 9th grade classes of a state school in Parintins. In order to promote the aesthetic effect on the reader, emphasizing his critical eye, also helping to rescue attention, foster interaction, curiosity and especially the student’s interest in reading and writing, where he can also use social media in a way creative and responsible to attract new groups of readers. Bibliographical research played a key role as a starting point, guiding the entire investigation process. From it, it was possible to base the practical part, making use of the contributions of authors such as Soares (2003), Cosson (2014), Jauss (2012) and Zilberman (2008). Whose works address the theme of literary literacy and reception aesthetics. Araújo, Aragão and Nunes (2018), Martins Et Al (2022) Almeida and Alves (2020) who address Digital Literacy Arruda (2020), Koslinski and Bartholo (2022) who talk about the implications and transformations promoted by isolation in the school context . These references supported the construction of a solid theoretical framework for the research.