Resumen de Leitura litéraria e ensino da língua escrita: notas para a construção de um dispositivo didáctico-pedagógico na fronteira
After a period away from the kind of speech typical of literary text in mother tongue classes, it is now time to reintegrate it in view of its specific (meta)linguistic and (meta)textual potential. This is so because we believe that mother tongue classes should approach a variety of discourses in order to offer global textual knowledge. However, language teachers often find it difficult to do so due to the usual understanding and conceptualization of this kind of discourse. Thus, and in accordance with some pieces of research, when Literature is granted a stronger presence in the curriculum, teachers either abandon the study of linguistic processes or separate the teaching of literature and the teaching of the written language.
Regarding these two didactics as inseparable, we suggest a pedagogical device as an ideal strategy of intervention in the border of the language as well as the literary text. Considering an adolescent public, this strategy should also provide a progressive and motivated learning of both read and writing.
