LITERARY LITERACY: WORKS FROM MARANHÃO IN THE FORMATION OF STUDENT-READERS

Abstract

This article addresses literary literacy in basic education in Brazil, specifically in the 3rd grade of high school, and the formation of literary readers through teaching reading based on works from Maranhão. The concepts of literary literacy are analyzed based on Cosson (2014) and Candido (1998, 2004), as well as their procedures and their relevance for teaching reading and the literary formation of students. The concept of literary reader is addressed, in addition to clarifying how the formation of the student reader takes place, highlighting what distinguishes a reader in formation from a literary reader. The use of works from Maranhão in the school environment in the state of Maranhão is discussed in light of the National Common Curricular Base (BNCC) and the Maranhão Territorial Curricular Document - DCTM (2018), in addition to highlighting how these works play a fundamental role in the formation of the reader based on the construction of a sense of belonging. It is concluded that the study of the use of works from Maranhão for the formation of student readers serves as an instrument of literary preservation, playing a fundamental role in the conception of national consciousness and in the maintenance of written culture.