Literature in literacy practices: pedagogical experiences in Portuguese classes

Abstract

Abstract: The aim of this article is to show the relevance of reading literary texts in the development of school literacy among students, by means of a literary presentation developed in Portuguese language classes at a public school in the Federal District. It emphasises the impact of such practices on the literacy process of school-age students and beyond. To this end, we highlight, among other practices, the use of different textual genres in the classroom, whether written or oral, literary or non-literary. The theoretical basis for this study was Kleiman (1995), Soares (2004), Marcuschi (2008) and Miranda (2011), as well as recent contributions from neuroscientist Michel Dermegeut. The results of the research indicate that there is an intrinsic relationship between literacy, literacy and literary reading and that even if literacy completes its cycle, the student's literacy skills are continually improved, depending on school, family and/or social encouragement and stimulus. Furthermore, it should be pointed out that the use of different textual genres in Portuguese lessons by teachers is a useful resource not only for students in the literacy phase, but also for developing their literacy levels throughout their school career and beyond.