Letramento literário no ensino médio: uma proposta de leitura de Os Bruzundangas de Lima Barreto

Abstract

This research investigates how guided reading of Lima Barreto's (2006) work, Os Bruzundangas, can foster literary literacy and critical reading among high school students. The study was conducted in a full-time public high school in the interior of the state of Ceará and is pedagogically grounded in the concept of literary literacy proposed by Rildo Cosson (2011), articulated with the skills of the Brazilian National Common Curriculum Base (BNCC) and categories of Bloom's Taxonomy, and, as an interpretative instrument for students, in discursive semiotics (Barros, 2001; Fiorin 2003). Methodologically, it is an action research with a qualitative approach, developed through a didactic sequence structured in different stages of reading and interpretation of the work. The corpus of analysis consisted of questionnaires applied before and after the intervention, observation records of the teacherresearcher, student responses to the proposed activities, and a partial production elaborated during the final stage of the intervention. The data analysis sought to identify evidence of the mobilization of interpretive strategies, recognition of the critical dimension of literature, and students' engagement with literary works. The results indicate that, although heterogeneous among participants, the pedagogical mediation of literary reading favored initial movements of interpretive appropriation, especially when students established connections between the social criticism present in the work and contemporary situations in Brazilian reality. It is concluded that mediated literary reading can contribute to expanding students' interpretive repertoire and stimulating initial processes of critical reflection, reinforcing the role of the school as a fundamental space for access to literature.