Leitura literária - reabrindo horizontes no 6º ano de ensino fundamental.

Abstract

The present work proposes a reflection on the direction given to literary reading in 6th grade classes, in Elementary School II, during the pandemic period in the State of Paraná. Through the survey and analysis of theorists and scholars who approach the teaching of literary reading in EF II, we started the reflection resuming how the relations between education and literature in the school environment were constituted through the six paradigms pointed out by Rildo Cosson: moral - grammatical, historical – national, analytical – textual, social – identity, reader formation and literary literacy. The discussion included considerations from other scholars, including Cândido, Todorov, Rouxel, Rezende, Cademartori, Cecantini, Fritzen and Aguiar. As well as, with the verification of the considerations made to the teaching of literary reading in the BNCC and CREP documents, since these are documents that govern education in the State of Paraná. The reality currently experienced in 6th grade classes was raised in order to point out the challenges and actions that are necessary today for the formation of the student literary reader. And, it is through the elaboration and analysis of a didactic sequence that we present a reflective praxis that made possible changes in the direction given to the teaching of literary reading in the 6th grade classes. Therefore, we understand the need for a change in educational policies so that the role of literature in curricula does not remain limited. In the field of initial and continuing education, Letters courses need to deepen the role of the Portuguese language teacher in relation to the teaching of Literature. In the specific case of Paraná, the State Education Network needs to undergo a pedagogical restructuring to rethink the teaching of literature in the EF II curriculum.