SCHOOLING OF LITERATURE IN ELEMENTARY SCHOOL: FROM ORALITY TO READING LITERARY WORKS

Considering the role of multipurpose teachers in Basic Education, this qualitative research with a diagnostic perspective presents the objective of diagnosing the ways of approaching the literary text to arouse attention and form student readers, even in elementary school I. The theoretical basis is based on the contributions from: Marisa Lajolo and Regina Zilberman (2019); Fischer (2006) who discuss the formation of the reader; Dalvi, Rezende, Jouver-Faleiros (Orgs.) (2013); Teresa Colomer (2007) and Regina Zilberman (2008;2009; 2012) when approaching the role of literature in school. In this way, we consulted research to point out strategic actions to approach and present literary reading significantly, as well as to form a reading child beyond school practices. In the semi-structured interview, it was investigated how the teacher makes the introductory approach of a literary work, how he directs the literary reading and how the choice of books is carried out. The analysis of the results presents a lot of effort to promote a possible space in the way of making the formation of the reader student pleasant as well as promoting literary literacy, as each teacher formulates and uses a didactic sequence adapted to different situations and audiences.