Literary culture at school: from the classroom to the library
da sala de aula à biblioteca
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2023v32n1.63744Keywords:
Literary culture, School, ReadingAbstract
The present work starts from the partnership relationship established between a school and a university regarding the promotion of literary education for children and adults in a municipal school context in João Pessoa, Paraíba. That said, the main objective is to discuss the literary experiences promoted by the extension project Literary Culture at school: to read, hear, see and feel (CCHLA / UFPB) to the community of EMEIEF Lúcia Giovanna Duarte de Melo. To this end, we rely on the theoretical assumptions of authors such as Bordini and Aguiar (1988), Colomer (2007; 2017), Chambers (2007a; 2007b), Reyes (2012), Zilberman and Silva (1990) to guide the debate. around this partnership that has children's literature at its core and its training potential materialized at school. Thus, in reaching our objective, we will present the actions developed during the year 2021 and the beginning of 2022, highlighting propositions, scope and also considering the history of the relationship established between the school, the university space and its subjects, all( as) surrounded by readings and experiences with children's literature in the process of building a reading community.
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COLOMER, Teresa. Introdução à literatura infantil e juvenil atual. Trad. Laura Sandroni. São Paulo: Global, 2017.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática docente. 19. ed. São Paulo: Paz e Terra, 1996.
REYES, Yolanda. Ler e brincar, tecer e cantar: literatura, escrita e educação. Trad. Rodrigo Petronio. São Paulo: Editora Pulo do Gato, 2012.
ZILBERMAN, Regina; SILVA, Ezequiel Theodoro da. Literatura e pedagogia: ponto e contraponto. Porto Alegre: Mercado Aberto, 1990.
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