PEDAGOGICAL MEDIATION IN THE FORMATION OF THE LITERARY READER VIA DIDACTIC SEQUENCE IN HIGH SCHOOL IN MARANHNESE

Abstract

In this article, the pedagogical mediation in the formation of the literary reader via didactic sequence, by analyzing the act of reading in high school students and the respective reading practices that characterize them as readers in training from the perspective of Freire (1988), Solé (1998) and Kleiman (2016). The role of didactic sequences in literary literacy and in the didactic-pedagogical processes that characterize it is pointed out, in different perspectives, in addition to questioning how pedagogical mediation takes place in the various reading situations. The use of Maranhão works in the school environment in the state of Maranhão is discussed and how the use of didactic sequences aligned with contemporary transversal themes as pedagogical strategies, echo in the teacher/text/reader relationship in training. It is concluded that the interaction between the student in reading training and literary reading is materialized through didactic sequences as a teaching strategy that enhances the role of mediation in the process of teaching and learning of reading.