Literary literacy in and out of school: the reception of the Bartolomeu Campos de Queiros's O olho de vidro do meu avô

Abstract

This article presents reflections on literary literacy from the reception of the work O olho de vidro do meu avô, by Bartolomeu Campos de Queirós (2004), through the analysis of testimonies of ordinary readers – literature in the daily lives of individuals – and excerpts from scientific articles on the work – literature in the academic field. We also present a didactic sequence developed with 6th grade students from a public school in Itabirito, in Minas Gerais. To carry out the pedagogical practice, we use the proposal suggested and experienced by Rildo Cosson (2012) for literary literacy, called by the researcher as basic sequence, composed of four stages: motivation, introduction, reading and interpretation. Thus, we seek to understand literature, literary reading and literary literacy in social life and at school, as it is up to this institution to provide students with experiences that develop this competence for literary literacy, to be perpetuated through adult life. The main objective of this process in the school context is to train a reader who appreciates aesthetic meanings, able to insert himself into a community that makes its own literary choices, who knows how to manipulate its cultural instruments and can build a sense with them for itself and for the world where you live. Thus, it is necessary to recognize the importance of activities that encompass different types of written material, but that literary texts are not neglected, thus multiplying reading spaces and constituting communities of readers at school and beyond.