Mediation of literary reading and literary literacy at school:

a reflective approach

Abstract

Based on the concept of “literary literacy as the set of social practices that use literary writing” (ZAPPONE, 2008), in this study, we present some reflections on literary education and school literary literacy. Among the notes, we reiterate the place of literature in school, considering its relevance to the individual, due to its aesthetic character of sublimation of the real and its humanizing character (CANDIDO, 1995). We also defend the urgency of a school space that promotes plural literary reading practices, a democratic space, since our students, outside the school space, participate in different practices of literary literacy. In this sense, as conceived by Zilberman (2017), the teacher should promote the comparison between the heritage of each reader and the social, historical, political heritage of the group or public with which they interact. So, for an effective literary education, it is necessary “to use what the school norm rejects as a support to give access to reading in its fullness” (CHARTIER, 1999). As theoretical support, we sought the concepts of literacy, literacy in cyberculture, multiliteracies, in Soares (2002; 2009), Kleiman (2004) and Rojo (2009), as well as considerations about literary reading at school, by authors such as Rouxel ( 2013), Jouve (2013), Colomer (2003; 2007), Hansen (2005), Zilberman (2009; 2017), among others.