Leitura de obras literárias nos cursos de E/LE: seu espaço e sua função

Abstract

The adoption of literary works (authentic or literary adaptation) for reading is a common practice in foreign language (FL) courses. This activity seems be in agreement with recent studies showing the importance of the use of the literary genre as authentic and relevant material in language teaching, specially to improve the reading competence (PERIS 2000; ALBADALEJO 2007; LOEBENS, 2008; LOEBENS&GÓMEZ, 2009; MENDOZA, 2002, 2007). However, it is worth asking: how is this reading carried out? What is its space in the class? What is its true role as a material for use in FL teaching? This article aims to reflect on these questions in the light of the most current and prevailing conceptions of reading (CASSANY, 2006; FREIRE, 1985; KLEIMAN, 2002; MENDOZA, 2002) and the process of reading and its implications for teaching FL (WIDDOWSON, 1991; DENYER&JANSEN&GAVILÁN, 1998; ALBADALEJO 2007). These reflections will be made from my own experience as an SFL teacher in language courses with subsequent reporting of an experience with the use of a literary work in SFL classes. This article is part of our preliminary master degree in applied linguistics research at UECE, still in its initial phase, which will observe the role of literary texts in the process of improvement of the performance in reading in a foreign language and propose activities for the reading of literary works in SFL courses.