O espaço na obra literária Tumbu: proposta de letramento literário em uma turma de 8.º ano

Abstract

The formation of literary readers is a primary goal of basic education; however, reading practices that foster empathy and cooperation are frequently relegated to a secondary role. In this sense, this research is justified by the importance of enhancing literary literacy and consolidating a community of autonomous readers, such that literary reading practices are established as a continuous movement within the school environment (Cosson, 2022). The general objective of this study was to promote literary literacy in reading clubs formed by 8th-grade students, through the reading of the novel Tumbu (2007), by Marconi Leal. This study adopted the action-research methodology, which is characterized by the collaboration between researchers and participants in the search for solutions to a collective challenge or problem (Thiollent, 1996). The pedagogical intervention, with its qualitative approach, was structured by the Expanded Sequence (Cosson, 2022), aligned with the dynamics of reading circles (Cosson, 2021). The research articulated Literature and Geography, using topoanalysis as the primary tool to analyze the construction of space in the narrative. The work was grounded on three theoretical pillars: literary literacy (Cosson, 2022), reading clubs (Schmitz- Boccia, 2012), and topoanalysis, based on the framework of Borges Filho (2007). Thus, the study investigated how shared reading practices can foster linguistic and socio-emotional skills and how spatial analysis can enrich the textual interpretation of a literary work. By exploring the category of space in literature education, this research offers a significant contribution to the expansion of literary studies applied to basic education. The proposal proved to be challenging yet essential, offering a new perspective on the formation of critical and participatory readers.