LITERARY LITERACY: THE WORKS OF MARANHÃO IN THE FORMATION OF THE STUDENT-READER

Abstract

This article addresses literary literacy in basic education in Brazil, specifically in the 3rd grade of high school and the formation of the literary reader through the teaching of reading from Maranhão works. The conceptions of literary literacy from Cosson (2014) and Candido (1998, 2004) are analyzed, as well as its procedures and its relevance to the teaching of reading and the literary formation of students. The concept of literary reader is addressed, in addition to clarifying how the formation of the student reader takes place, highlighting what distinguishes a reader in training from a literary reader.  The use of Maranhão works in the school environment in the state of Maranhão is discussed due to the National Common Curricular Base (BNCC) and in the Maranhão Territorial Curriculum Document - DCTM (2018), in addition to highlighting how these works play a fundamental role in the formation of the reader from the construction of a sense of belonging. It is concluded that the study of the use of Maranhão works for the formation of the student reader serves as an instrument of literary preservation, playing a fundamental role in the conception of national consciousness and in the maintenance of written culture.