Ensino de literatura na escola e interculturalidade: experiências na formação do leitor de ensino fundamental.

Abstract

This work is a training memorial in which I narrate and describe the results of a research within the scope of the Professional Master's Program in Literature (PROFLETRAS), at the Federal University of Bahia (UFBA), in which I present a critical and self-reflective analysis of my profissional performance and academic training, as well as a proposal for reader training, through literary text, which has the perspective of interculturality as a strategy to enhance discussions about cultural, ethnic, social and gender diversities, among others, present in the school context. The proposed reader training process is guided by the study of the literary text from the methodological perspective of the basic sequence, as established by Rildo Cosson (2021). This is qualitative research, of an ethnographic nature and applied nature. The research participants are students in the 9th year of Elementary School at Colégio Estadual Monteiro Lobato, located in the Fazenda Coutos neighborhood, in Salvador, Bahia. The research is anchored in basic theoretical contributions to the field of literary reader training – Candido (1995), Dalvi (2013 and 2021), Cosson (2021 and 2022) –, interculturality – Walsh (2006, 2009 and 2016) – and of intercultural education – Candau (2006, 2011 and 2012).