LITERARY READING AT SCHOOL: FORMATION AND TRANSFORMATION OF THE BEING
Abstract
The need to discuss issues related to the current configuration of teaching literature in schools is increasingly felt, and to affirm the formative and transforming function that literary reading guarantees to the reader. In this scenario, the school assumes a privileged place by stimulating the taste and practice of reading, as well as encouraging students to think about themselves and their place in the world. Thus, this study is justified by the relevance of its theme for school education and social formation of the individual, whose general objective is to discuss the importance of teaching literature that is more humane, which contributes to the formation and transformation of the student. To that end, the theoretical discussions, carried out in the first part of the work, are supported by studies by Candido (2002) and Todorov (2009), and in the second part that deals with teaching issues, they were used as a theoretical contribution Cereja (2013), Colomer (2007) among other names.
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