Literatura e cinema

mediação para promoção de leituras

Abstract

This article addresses the relevance of sociability and reading mediation for the promotion of literary reading from school, based on references of the interactions conception of language and didactic of teaching as a social process, developed by authors such as Bakhtin (2006), Volóchinov (2013) and Vygotsky (2001). The goal is to demonstrate the relevance of considering both students' literary interests and their social media interaction habits in a pedagogical proposal aimed at fostering literary reading, in articulation with language teaching. This proposal is illustrated in this article with an outline of a didactic sequence for students of 6th or 7th grade of elementary school, which uses one of the most widely read works by this public, a film adaptation, and the use of the social book networks Skoob and Orelha de livro. We conclude that the sociability glimpsed in this proposal has the potential to enable students to externalize their inner discourses, subjectivity and emotions in a public language in interaction with others, appropriating literature and art as a vital experience, as are authentic social relationships, often absent in the classroom.