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Enquanto paradigma de ensino de literatura, o letramento literário pressupõe que determinados princípios teóricos e metodológicos sejam observadas nas atividades pedagógicas. Nesse estudo, apresentamos a prática Leitura Compartilhada, uma sequência didática de leitura e escrita de textos em torno de obras literárias, que segue os princípios do letramento literário. Para tanto, além de apresentar e fundamentar os passos dessa prática de ensino, vamos dar um exemplo concreto de como ela pode ser desenvolvida em sala de aula a partir de uma oficina realizada com professores do ensino básico. Palavras-chave: Letramento literário. Leitura literária. Leitura compartilhada. Ensino de literatura. Prática de ensino.

Este artigo tem como objetivo refletir sobre a poesia juvenil e formas de aproximação com o seu público. Nossa reflexão terá como base o livro de poemas O rapaz do metrô: poemas para jovens em oito chacinas ou capítulos, de Sérgio Capparelli (2014). Primeiramente, dialogamos com as reflexões de Martha (2012) Pinheiro (2018) e Silva (2009) relativas ao gênero e, a seguir, lançamos mão de Cademartori (2012) acerca das narrativas policiais contemporâneas, uma vez que a obra constrói-se também sob esta perspectiva. Posteriormente, baseados na noção de poesia enquanto jogo de Iser (2002), apresentamos uma experiência com um poema da obra. Concluímos que, mais do que temáticas, e eu líricos identificáveis pelo leitor, para que a leitura seja significativa, é preciso pensar em como as temáticas são abordadas (dimensão estética) e como mediadores lançam mão de estratégias que favoreçam o diálogo textos versus leitor. Palavras-chave: Poesia juvenil. Sérgio Capparelli. Ensino de poesia.

This theoretical paper aims to discuss how fresh young reading practices embedded in the digital culture has reshaped themselves in contemporary times, considering places where literature, its multiple configurations and ways appropriation circulate. Reflections drawn on writers such as Cerrillo, with his emphasis on young literature for formation of readers, Colomer, by characterising contemporary young literature as a border, Cosson, who explores the widening process of literary phenomenon, and Lluch, who analyses literature and reader transformations cut across by market and the digital world. Keywords: Young reading. Reading practices. Digital culture.

The purpose of this article is to analyze textual productions of 7th grade students from a public elementary school in the Uberaba city / Minas Gerais State, aiming to identify evidence of authorship that resulted from the work of reading and interpreting poetry.The analyzed productions compose the research that focused on the constitution of readers based on meaningful, contextualized and collaborative reading in Portuguese language classes.The intervention proposal carried out for research and writing of the master’s thesis to obtain the title of master, by the first author of this article, by “Profletras at UFTM”, was composed of a didactic sequence (COSSON, 2014). Besides poetry, videos, music and images were used to awaken the wishing of students with the proposal of reading. The theoretical basis of analysis is composed by Possenti (2002), Bakhtin (2003), Geraldi (2013) and Zilberman (2009). Through the analysis, we concluded that the dialogue and work with the linguistic resources, developed by the student with the poetic text, are constitutive of a subject that, when interpreting, leaves important indications about the constitution of authorship. Keywords: Poetry. Mediation. Reading. Writing. Authorship.

Reflecting on experiences and beliefs in teaching and learning, active methodologies and digital technologies, this article investigates beliefs and experiences built during an intervention in the classroom: “Readers who train readers” project. It is a qualitative and interpretative investigation, supported by ethnomethodology. The participants are eight 9th grade students, the instrument used was an experience report. The results reveal beliefs that the project was laborious, but productive; which promoted experiences, research and production (reviews, blogs, podcasts), and positive results. We recognize that the study of experiences and beliefs is considered relevant for understanding the processes that take place within the classroom. (MICCOLI, 2007). The difficulties were related to collaborative work. Studies on experiences and be liefs can assist in the quality of education. It is worth mentioning that considering the beliefs that students build from their experiences is fundamental for thinking on changes in teaching practices (BARCELOS, 2004). Keywords: Experiences. Beliefs. Digital technologies. Project-based learning.

Refletimos aqui sobre os desafios enfrentados no ensino de leitura do texto literário no Ensino Fundamental I e como podemos alcançar melhores resultados por meio da utilização de textos multimodais para despertar o interesse para as leituras e atividades literárias no Ensino Fundamental, aguçando a curiosidade, o desejo de investigação e a criatividade dos alunos. Isso para levá-los a repensar o que já sabem e agregar novos conhecimentos àqueles já vivenciados por meio do estabelecimento de relações intertextuais e a integração de conhecimentos culturais. Nossa proposta se concretiza em forma de “Oficinas literárias temáticas”, ancoradas nos pressupostos de Jauss (1979), Mendoza Fillola (1994) e na conjugação destes, numa metodologia de abordagem que valoriza os textos multimodais. Palavras-chave: Leitura. Texto Literário. Formação do Leitor Literário. Textos multimodais. Profletras.

The reading of the word, is a step to the threshold and lends the way to humanization. This has its beginning from an early age. This article aims to discuss, from the relationships – the word and the world, the Self and the Other, the school and the life, the possibilities of reading under the child’s eye. What does the child think of the experience of discovering himself reading and writing? It is a qualitative-narrative research in a Portuguese public school and shows the effects of reading on children’s education. Has as theoretical framework Freire, Queirós, Niza. Keywords: Education. Child. Reading. Narratives.

Adaptation may be approached from different perspectives, depending on the corpus selected and the issue to be discussed. Considering that adaptation is primarily an act of reading, we have chosen to analyze, in this article, Mia Couto’s short story “Olhos nus: olhos”, written as a creative response to Chico Buarque’s song “Olhos nos olhos”. Mia Couto’s short story constitutes an explicit intertextual re-creation, at the same time that it activates two distinct media contexts: literature/short story and lyrics/song. For that purpose, we have drawn on theoretical principles that support adaptation as intertextuality, in articulation with intermediality. Keywords: Adaptation. Short story. Song. Intertextuality. Intermediality.

The Orient has always been a topos for Western imagination and a leitmotiv for artistic creation. In one sense, Christian references were built from the representations of Jerusalem; in other sense, fantasies about the easy wealth and about the moral and sexual freedom that could be found in China were represented. These readings of the representations of Jerusalem and China are based on the concepts of “orientalism” developed by Edward Said and Isabel Pires de Lima; and “fantastic”, according to Carlos Roberto F. Nogueira and Maria do Carmo Castelo Branco de Sequeira, in order to discuss how Eça de Queirós represented, ironically, these imaginary places. Keywords: Eça de Queirós. Jerusalem. China. Orientalism. Fantastic.

The reader’s experience is analyzed in Prowess of João Grilo by João Ferreira de Lima, starting from the reading definition in La experiência de la lectura by Jorge Larrosa (2003). The study allows to understand that texts of the Cordel Literature enable a dialogue that constitutes the author-text-reader relationship. This statement is reinforced by authors such as Wolfgang Iser (1979) and Hans Robert Jauss (1979). The analysis shows that, for identity and cultural reasons, the cordel maintains its traditional structures, but at the sametime presents attributes of contemporary literature. This demonstrates its ability to seduce the reader and build his reading experience. Keywords: Literature. Cordel. Reader’s Experience.

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A produção literária de algumas autoras negras brasileiras apresenta-se, frequentemente, marcada por uma gramática literária atravessada por táticas insurgentes de visibilidade e dessilenciamento de suas vozes autorais, bem como por temas e propósitos que se ancoram em tensionamentos do sexismo, a necropolítica e o racismo, com tons denunciativo e propositivo, e em poéticas de (re) existência, sonhos e memórias. Diante disso, este artigo faz leituras descritivo-interpretativas de algumas de suas tessituras poéticas, aportadas em princípios do devir-revolucionário (DELEUZE, 1990), resistências (FOUCAULT, 2002), (re) existência (SANTIAGO, 2018) e em algumas postulações da necropolítica (MBEMBE, 2018). PALAVRAS-CHAVE: Poética de (re) existência. Insurgências. Escritoras Negras.

The objective of this paper is to present a reading of the tales “Guarde segredo”, by Esmeralda Ribeiro, and “Quantos filhos Natalina teve”, by Conceição Evaristo, which dialogue from the perspective of intersectional feminism. Both have protagonists who resist forms of submission by the black woman: in the first story, the character does not accept being treated as a mere sexual object; in the second, the meaning of motherhood and its implications are questioned. As a theoretical bibliography, texts by Eduardo de Assis Duarte, Florentina Souza, Edmilson de Almeida Pereira, among others, are used. KEYWORDS: Black literature. Intersectionality. Esmeralda Ribeiro. Conceição Evaristo.

The aim of this text is to reflect on the process of denial and/or identity affirmation of the protagonists in Impressions of a childhood (Black Notebooks, no. 36), written by Silvana Martins (2013) and the novel Americanah, by Chimamanda Adichie (2014), from the relationship with their curly hair. To do so, we conducted bibliographical research and were guided by studies from literature in interface with other areas of knowledge. Based on the researches of Cuti, Florentina Souza, Jailma Moreira, Ana Rita Santiago and Eduardo Duarte, we situate the notion of Black/African-Brazilian literature and highlight the relevance of the approaches that visualize the voices/languages of the margins (HALL, 2005; hooks, 2019). Among these, the referred works and respective foundations. By way of conclusion, we reflect on the impact of the aesthetic pattern brancocentric (straight or straightened hair) for the re/constitution of identity of the protagonists culminating, finally, with "self-recovery" (hooks, 2019) and, therefore, the reexistence. KEYWORDS: Memory. Curly hair. Identity. Afro-diaphoric narrative.

O presente trabalho tem como foco realizar uma leitura sociológica do conto “Ana Davenga”, de Conceição Evaristo, publicado no livro Olhos d’água em 2014, apresentando reflexões preliminares a respeito da condição da mulher negra tal como retratada no conto. Parte-se da concepção da literatura como instrumento de humanização: abordar a literatura afro-brasileira contribui não só para o conhecimento da sociedade brasileira, mas também minimiza preconceitos contra o povo negro. A análise conduzida apoia-se ainda em um recorte interdisciplinar com a sociologia, tangenciando com os estudos feministas (especialmente o feminismo negro), na medida em que considera a mulher negra como alvo de duplo preconceito. Apesar da narrativa contundente de Evaristo e do trágico desfecho, o conto se encerra com uma imagem de alento em meio ao sofrimento e à desigualdade. Como resultados esperados, temos a reflexão sobre o papel da literatura afro-brasileira no combate ao preconceito racial e a interpretação de um personagem emblemático que representa a condição da mulher negra e pobre no Brasil. PALAVRAS-CHAVE: Literatura Brasileira, Estudos do Conto, Cultura Afro-brasileira.

The present work reflected on modes of production and circulation of texts by black women writers from Bahia. With this, we seek to perceive the meanings they attribute to the literary, the tools created to produce, publish, circulate and distribute your works. We found that the researched writers found several difficulties in this process. This is due to an exclusion system that includes the variables: gender, race, class and region. Despite the forms of interdictions that are reflected in the difficulty of materializing the book, such writers create tactics that make it easier for their readers to reach their readers and they call into question a capitalist, patriarchal and ethnocentric culture. This demonstrates how these writers, little seen, have resisted and created lines of escape in the face of systems of coercion that imprison them. We used as a theoretical basis authors such as Eduardo Duarte (2005), Ana Santiago (2012), Miriam Alves (2010), Jailma Moreira (2015), Fredric Jameson (2004), among others. KEYWORDS: Literature. Gender. Race. Market.

This article is dedicated to the study of the novel Nos Arcanos do Império, by the Paraíba writer Ezilda Barreto. At the same time that our focus is on mapping writing written by women in Paraíba, in the sense of making invisible writers visible in the historical textbooks of Brazilian literature; we also analyzed a paraiba narrative of female authorship that addresses the issue of slavery and black racism in times of imperial rule. To support our positions on female authorship from Paraíba and racism in Brazilian literature, we rely on Heloísa Buarque de Hollanda and Lúcia Araújo, Marcos Odilon, Gemy Candido, Iris Vasconcelos and Silvana Souza, among other references used throughout of the analyzes. KEYWORDS: Invisibility. 20th century. Female authorship from Paraiba. Racism.

From the reading of the black slave representation in the political-historical discourses of the 19th century, considering also the hypothesis that it ‘ll form, incidentally or not, the raw material for the fictional portrait of the 20th century country person, this study proposes an analysis of the novel Vidas Secas in their ethical and aesthetic solutions for the representation of the oppressed, dialoguing, therefore, with the social thought of the 19th century and its crystallizations on the black slave. In the end, we hope to have demonstrated how Vidas Secas updates the appropriation of the poor in literature, moving away from representations riddled with addictions and prejudices crystallized by the dominant thought. KEYWORDS: Vidas Secas. Slavery. Country person. Social thought.