The present project, entitled Literary Literacy and Multimodality: interpretative trails in
the formation of the reader, aims to contribute to Literary Literacy in a 9th grade class
of elementary school II, from a public school in the interior of Alagoas, in a multimodal
approach, and in a route traced from the reading and literary interpretation of poems
(especially haiku) and micro stories in conversation circles. In the exercise of literature,
the practice of reading and interpreting the text can provide experiences of discoveries
and meanings, through the intersection of meanings focused on the materiality of
words. Considering that the work with literary reading at school lacks more focus on
the reader's interaction with the text, which allows to know the humanizing force of
literature, and that it is important to actually promote the literary formation of students
in school spaces, thus, this research level II of elementary school. The work to be
developed will be qualitative, based on action research, based on Cosson (2014),
Ribeiro (2021), Aguiar and Bordini, (1993), Pinheiro (2007), Soares (2011), Iser
(a2002), among other authors. The instruments that will be used are: the teacherresearcher's reflective diary, lesson plans that will be elaborated from the basic
sequence of Cosson (2014) and the reception method, proposed by the authors Aguiar
and Bordini, recordings in audio, videos and photographs of practices developed
during classes, transcription of classes, reading and analysis of poems and short
stories and production of literary texts by students and interactions in the classroom.

The present study has the general objective of awakening in 9th grade students an interest in reading and enjoying genres in the way of narrating, such as short stories, chronicles, fables and mainly stories, through reading and writing workshops that allow them to identify and analyze the linguistic and discursive specificities of the predominant narrative sequence in these genres, as well as thematic and stylistic issues that are relevant to understanding and producing them. The research will be carried out with students of the 9th year of an institution of the state public education network in Maceió-Alagoas, at the State School of Basic Education Manoel Simplício do Nascimento. Based on a survey questionnaire, the teacher-researcher obtained answers related to the students' reading and writing profile, which showed the need to encourage the reading of texts for pleasure and creative writing. Thus, the interest in working with genres in the field of narrating arose, especially the story genre, since it uses an informal linguistic record, with a rich vocabulary, presents traces of humor, deals with everyday themes or rescues themes from popular culture, among others. other linguistic and discursive characteristics that, due to the thematic familiarity, show great chances of bringing motivation and arousing the interest of the class. From the experience lived by the students or by rescuing the experiences of family and friends, the students will be able to produce stories that strengthen the traditions of the community. Thus, this action research will use a qualitative approach which, in this context, becomes viable because it is a method that generates data through the analysis of the object of study, the subjects involved, the situations and phenomena that will happen during the analysis.

Problematizing education, in Freire's understanding, is revolutionary, and because we believe in this, this work presents a decolonial proposal, that is, an epistemological option that seeks to recognize, respect and value diverse knowledge, peoples and cultures and their respective literatures, against the essentialist ideas and universal standards, pillars of neoliberalism. Since literature is an instrument for constructing the social imaginary, the reading of black Brazilian authors by students at school contributes to humanizing bodies, building concrete subjectivities and promoting socio-cognitive development. This Profletras dissertation aims to reflect on the decolonization of literature teaching at school, adopting critical racial literacy practices through the narratives of black Brazilian authors. To this end, we adopted action research, of a qualitative nature, as a methodological approach in a 9th grade class at a school located on the north coast of Alagoas. As methodological procedures, we applied initial and final survey questionnaires, developed activities to encourage the practice of literary reading, such as reading circles, with emphasis on the game “Decolonize yourself!”, records were made of the reading experiences of the participating subjects, diary researcher's reflection and photographic records of classroom activities. The interventional pedagogical practice was based on a basic sequence of literary reading along the lines of Cosson (2014), using the method of critical racial literacy, by Aparecida Ferreira (2015), based on critical racial theory, by Ladson-Billings and Tate (1998), also having as theoretical basis Santos (2022), Freire (2005), Gomes (2017) among other decolonial authors. This research experience with 9th grade students resulted in reflection on the necessary inclusion of literary texts by black authors on the “school floor”, from the perspective of deconstructing stereotypes constructed by Western canons and/or Brazilian classics , in order to build imaginaries of resistance, given that black female literary reading is still not widespread in schools, but is shown to be a powerful instrument for deconstructing essentialist knowledge that feeds racism and its various dimensions. Such study by students will combat the delegitimization of Afro-Brazilian art, culture and literature.

The objective of the study is to reflect on the didactic procedures in a proposal of retextualization of an interview for memory narrative. This proposal aimed to lead students from the 7th year of elementary school to rescue orality stories, through interviews with the oldest people in the community of Povoado Boca da Mata, Atalaia/AL, and transform these narratives into literary memories, through the retextualization processes. Based on these, some research questions are presented: What linguistic and discursive resources related to the structure of textual genres are mobilized by students during the transformation of oral texts into written texts and the re-writing of these texts? How do they perceive the teacher’s intervetionin this process of transformation? What aspects reveal the autonomy of the student, when they recontextualize the interview? The methodological approach of the search involves two moments of data collection: the first, the collection of audio-recorded interviews; and the second, the collection of texts rewritten by students from interviews conducted, to analyze aspects of memory narratives. For this, theoretical foundations were sought in studies on writing, rewriting and retextualization in the research of Marcuschi (2010), Koch (2009), Matencio (2002,2003), Antunes (2010), Silveira (2008), among others; and in studies related to Memory and Society in research by Boeno (2013), Halbwachs (2006), Bosi (1987) and Pollack (1989). The perspective is that it is possible to reflect on the difficulties and advances in the attempt to immerse students in different textual genres, both through reading and writing.

Rap, a marginalized musical genre, and much appreciated by teenagers and young people, has gained space on the outskirts of large cities, as it is a discourse of resistance from the financially less wealthy classes and social minorities. Since it is a discourse of dissatisfaction and overcoming, students who come from the periphery tend to identify with the lyrics of Rap. In this way, they find meaning in these texts. This work is justified, therefore, by the need and importance of reading and textual interpretation, not only in the academic or school context, but mainly for the formation of the individual citizen capable of perceiving, understanding and criticizing the world around him. Therefore, the action research presented here intends to provide an experience of didactic intervention in Portuguese Language classes with students of the 9th Year of Elementary School in a public school in Maceió, with the objective of increasing the development of students' reading competence through lyrics of the Rap genre, also known as the manifestation of the sung word, using reading comprehension and textual interpretation activities, such as multiple choice tests, appreciation of video clips, in addition to debates and conversation circles. As for the methodological aspects, quantitative and qualitative questionnaires will also be used, making use of the participant observation process to analyze the data obtained that will prove the effectiveness of the proposed methodology. The theoretical foundation will cover the study of the genre in question, its history, evolution and repercussion in the current scenario of Brazilian musical culture, based on authors such as ANDRADE (2000), LOUREIRO (2016), SOUZA (2011), (BAUMAN, 2001); the cognitive theories of reading and textual comprehension and the practice of text analysis  (SILVEIRA, 2015; ANTUNES, 2013).

This study sets out to explore the process of argumentation concerning cancel culture, focusing on its implications for meaning in oral narratives, specifically through student-produced podcasts in a ninth-grade public school class in Arapiraca, Alagoas. Our starting point is a review of the central tenets of prominent official Basic Education guidelines for teaching Portuguese, such as the National Common Curricular Base (BRASIL, 2017) and the National Curriculum Parameters (BRASIL, 1998). We will also examine textbooks and theoretical resources that discuss argumentation and text creation in educational settings, with special emphasis on multimodal formats and the discursive genre of podcasting. These resources engage with the concept of digital texts and 'scriptorality’. Key authors for this discussion include Koch (2011), Koch; Elias (2020), Gallo (2015, 2016, 2017), and Piris (2021). Subsequently, we will assess the semantic effects derived from student arguments around the classroom theme of Cancel Culture, informed by the theoretical underpinnings of Discourse Analysis, as detailed in the works of Orlandi (1998, 2017, 2020a, 2020b) and Dias (2018). This research involves various teaching sequences, prompting students to reflect on societal issues, specifically cancel culture, and foster discussions via podcasts. From this action-based research, it appears that the students offered interpretative responses that challenged and deconstructed previously established readings. This helped students foster a more critical engagement with language, recognizing that argumentation is a societal practice which signifies the world. Furthermore, they learned that such signification practices represent positions that influence reality and have the potential to either uphold or change it.

A presente pesquisa etnográfica apresenta uma reflexão sobre uma proposta didática envolvendo os multiletramentos desenvolvida na disciplina de língua portuguesa de uma turma de 9º ano de uma escola pública da rede estadual de ensino localizada no bairro Vergel do Lago, na periferia de Maceió-AL. O contexto de pesquisa diz respeito à situação de “dupla anormalidade” social (SANTOS, 2020) estabelecida pela pandemia da COVID-19, que coloca em lugar de emergência a necessidade de ressocialização dos alunos ao ambiente escolar. As questões norteadoras deste trabalho são: quais práticas de letramento podem promover um trabalho de escuta e de ressocialização dos alunos na sala de aula no período de retorno às aulas, quer no período emergencial, quer no período presencial, no contexto atual pandêmico? Em que medida as práticas de leitura e escrita de textos contemporâneos, que envolvem os multiletramentos, podem contribuir para a manifestação verbal dos sentimentos dos alunos? Em que medida o trabalho com a leitura literária na sala de aula possibilita espaços catárticos para os alunos externalizarem as experiências vivenciadas no contexto da pandemia da COVID-19? A proposta didática teve como objetivo geral promover a escuta e o acolhimento dos estudantes por meio de atividades de leitura e escrita de diferentes práticas ideológicas de letramento nesse contexto ainda pandêmico. Os objetivos específicos foram: a) proporcionar atividades que promovam espaços catárticos na sala de aula visando ao acolhimento e à expressão dos estudantes; b) acompanhar se há mudanças de socialização à medida que o trabalho for desenvolvido na sala de aula; c) compreender como as práticas de leitura e escrita de textos contemporâneos na sala de aula a partir dos multiletramentos podem contribuir para o ensino de Língua Portuguesa; d) observar as atitudes que os alunos adotam na sala de aula durante as atividades propostas; e) refletir sobre o efeito de mais inserção de leitura literária no trabalho de letramento a partir de cada proposta realizada na sala de aula. Para tanto, além de termos como suporte a perspectiva bakhtiniana da linguagem de Bakhtin e seu Círculo, tivemos como respaldo a abordagem ideológica dos letramentos (STREET, 2014) e a Pedagogia dos Multiletramentos (GNV, 1996; ROJO, 2012).  Os resultados iniciais confirmaram a necessidade de expressão dos estudantes devido às problemáticas vivenciadas no contexto atual pandêmico e mostraram que o espaço escolar aberto para o trabalho de escuta e de acolhimento promoveu um trabalho mais criativo de escrita.

This research proposed to present data and discuss the use of digital technologies, notably the WhatsApp application for teaching LP in the emergency context of the coronavirus quarantine. Emergency, because the use of digital technologies was the practically mandatory option that was proposed to us as a way to continue classes. For this reason, my research was adapted to quarantine times keeping the theme of rap, but with new questions: to what extent is it feasible to teach classes mediated by the new information and communication technologies and in what way is the technological instrumentation constituted as support (or contribution) of literacy and multi-training practices for young people and adults of EJA The students participating and involved in the research were students from three classes of Youth, Adult and Elderly Education - EJAI from Elementary School, belonging to the final grades (4th, 5th and 6th phases) Final Years of the night period of the Dr. Pompeu Sarmento Elementary School, located at Avenida Muniz Falcão, S / N, Barro Duro, Maceió - AL, with an average age of 15 to 23 years old. The research was carried out in a qualitative approach, more precisely an action research, in a way that involved the sociodemographic, cultural and cognitive aspects, with a view to a better understanding of the reality of the young students of EJA. As a theoretical contribution, the research will be based on theoretical, practical and methodological studies and research by Carrano (2007), Fragoso (2001), Gomes (2010, 2011, 2018), Moran (2005, 2009, 2015), Rojo (2012) , Silva (2017), Silva (2019), Souza (2004), Street (2014), Thiollent (2011). The inevitable use of technologies, especially that of the WhatsApp application, led to school interactions between students different from the uses already known; my difficulties were many and led me to make changes to my teaching proposals; both the teacher and the students had unprecedented experiences, in the end, we can say that there was a lot of learning on both sides; the students learned new forms of social experience and developed new study practices that, certainly, will be useful to them, since the remote classes will extend for a few more months.

The present research work has as object of study the textual production of students of the 7th grade of elementary school in a state public school in Maceió / AL. The research interest focuses on analyzing the influence of phonological processes in the written productions of 7th grade students in Portuguese language classes. In order to redirect the look in the spelling corrections of written texts, which are more commonly treated only as "spelling errors". The work is justified, therefore, by the need for teachers to investigate what are the linguistic phenomena that are beyond grammatical "errors", and thus, seek answers to elucidate and help students to minimize episodes of deviations from current grammatical rules that establish the writing standards of the Portuguese language. The methodology that will be used is of qualitative and quantitative nature, since it will be developed through the case study and, later, by analysis of percentages. To this end, this work will be based on several authors, including Bisol (2014), Bortoni-Ricardo (2004, 2005), Cagliari (2009), Henrique (2007), Morais (2007, 20012), Roberto (2016) , Seara (2011), Cristófaro-Silva (1999).

This dissertation is the result of an action research developed at PROFLETRAS with the objective of analyzing the reading gestures of the ninth grade students in an elementary school in the municipality of Girau do Ponciano / AL on the effects of sense evidence produced by Fake News that circulated about the new coronavirus in 2020. The research aimed to create reading strategies capable of, together with students, identifying Fake News and problematizing the gestures of interpretation that lead so many people to fall easily into this network of Fake News. We start from the assumption that the school responsibility it is to form critical readers and this implies questioning, the superficial and uncritical reading present in the Digital Age. Thus, especially the Portuguese teacher, needs to produce practices that favor the formation of critical readers in the face of the spreading of Fake News. The methodology is qualitative. The collected data were analyzed using the concepts of Discourse analysis (DA). For this purpose, this paper is based on: Florencio et al. (2009), Mariani (2018), Orlandi (2007, 2009, 2012), Pêcheux (2008, 2014). Through research carried out among students, we observed that 85% are informed through social networks and only 6.8% consider themselves well informed. By the development of activities that discussed and analyzed the constitution, formulation and circulation of meanings deriving from Fake News, the students concluded that it is important to have a critical reading capable of combating the spread of Fake News.

This dissertation presents the pedagogical notebook entitled “My literary impressions
between
short stories and reading diaries” which consists of making available to Portuguese
language
teachers a book of literary activities (didactic material), containing procedures and activities
of
literary readings in order to enable another look at the literature teaching. Such research
was

driven by the problem of little interest in literary texts among students observed by the
teacher-
researcher during 7th grade Portuguese Language classes of an elementary public school
on the 

south coast of the state of Alagoas. This observation led her to some critical reflections
about
the historical schooling process of literature and the relationship between the reading
subject
and the literary text. To this end, the following questions were raised, such as: what reading
practices can be proposed to promote literary literacy among students, How can diary
reading
stimulate literary literacy practices among students. From these questions research was
developed from a historical-critical perspective with the aim of developing literary literacy
practices from reading short stories and recording the students' aesthetic experiences
shared in
reading circles, based on the theoretical discussions about reading (FREIRE, 1989;
SOARES,
2003; 2006). The humanization of literature (CANDIDO; 1995), about reading diaries
(MACHADO, 1998; 2005), the reading circle and literary literacy (COSSON, 2018; 2009),
among others.

This research was motivated by the difficulty commonly presented by elementary school students in understanding texts due to vocabulary restriction that compromises not only textual comprehension, but also the production of oral and written texts. It is known that the explicit teaching of vocabulary is little practiced in Portuguese language classes, unlike what happens in foreign language teaching. Therefore, also in the teaching of the mother tongue, it is convenient to think of significant didactic activities that cover not only the study of words alone, but also of “words and their companions” (Leffa, 2000) and in phrasal units, as occurs within the scope of Phraseology. Thus, the action research presented here intends to provide an experience of didactic intervention with 8th grade students of a public school in Maceió, with the aim of increasing the development of lexical competence of students through teaching-learning elements of Phraseology, specifically the idiomatic expressions, also aiming at the development of the metaphorical sensibility necessary for the inferential reading. The data for the analysis of the didactic experience will come from the results of the application exercises in activities such as tests, meaningful and even playful activities using texts, exercises, tests, games, involving sentences, blank texts, and other activities already tested and approved in teaching of foreign languages and perfectly adaptable to Portuguese language teaching. The theoretical basis of the research is based on authors in the area of Lexicology (Polguère, 2018), Phraseology (Burger (1998) and Idioms (Tagnin, 1989) and Ferrarezi Jr. (2008)

This work deals with the importance of verbal-visual reading and the challenges of teaching verbal-visual relationships to 7th grade students. We live in a world full of images, and teaching materials, in generally, bring many images without discussing the expressive potential of this resource, as if reading images were something natural, inherent to every reader. The objective of this research was to look for ways to promote the visual literacy, which according to Stokes apud Silvino (2012), is the ability to read, interpret and understand the information presented in images in the different types of texts and their relationships with verbal texts, which do not was said by the author, but that they are part of that literacy. The goals specific are two: (a) identify teaching activities that help the student to understand the fundamentals of visual language and (b) develop the ability to read verbal-visual texts. Questions guidelines are: (a) what activities to develop, with 7th grade students, to lead them to understand the relationships between text and image in different texts? (b) what is the importance of verbal-visual reading for the understanding of the various textual types used in the classroom? O Theoretical basis came from: Gomes (2019); Linden (2018); Odylon Moraes, Rona Hanning and Maurício Paraguassu (2012); Nikolajeva and Scott (2011) and Ramos (2013). It is a qualitative research (BORTONI-RICARDO, 2008). To generate the data, the following instruments were used: sequence didactics, teacher's logbook, photos and videos, activities and students' productions. Initially, a proposal was developed exploration didactics, and then a didactic sequence was applied composed of nine stages, in a total of nineteen lessons. First, the activities provided the diagnosis that students little they took advantage of the images contained in verbal-visual texts and needed pay more attention to the details of these images regarding relationships between image and text; from the activities applied in the sequence didactic, 273 activities were analyzed, and I noticed that the students passed to recognize the verbal-visual relationships in the texts and to identify the use of other expressive resources in verbal-visual texts were also able to identify the functions that the image has with the text and vice- verse and confirmed the importance of the Portuguese language discipline inserting the visual-verb reading in your program. At the end, I present a series of 10 activities that aim to contribute to the teaching of text- image and that can be used in the training of students in education fundamental.

Argumentation is a discursive activity that is present in our daily lives and is characterized by the intention to convince and persuade the interlocutor through the use of different arguments, both orally and in writing. We can build on the basis of argumentation solutions to our problems, agreeing or disagreeing from our point of view. Our experience has shown that students are failing formulate argumentative texts in which they demonstrate their point of view, by virtue of three factors: the first refers to the lack of knowledge on the topic; the second to the lack of knowledge of the argumentative structure itself; the latter, a predilection for copying and pasting someone else's texts. The result of this combination is often an argumentative text that has more plagiarism than authorship. Thinking about reversing this situation, our objective is to teach students to incorporate the different voices in their argumentative writing, without the perspective erasure as a subject and without the need to plagiarize, through a methodology of interventional character that allowed students to learn to position themselves critically, responsible and constructive. The theoretical foundation of this work is based on two concepts: intertextuality and argumentation. For questions related to argumentation, we initially used Adam (2011); Cabral (2017); Ferreira (2017); Fiorin (2015); Garcia (2010); Koch (2011, 2016); Marquesi (2017), Sacrini (2016), Walton (2012), Weston (2009); for questions related to intertextuality, the postulates of Bakhtin and Textual Linguistics, namely: Antunes (2010, 2017); Cavalcante (2017, 2018); Fiorin (2015); Koch (2012); Marcuschi (2008). The applied methodology was the action research, according to which A sequence of activities was developed based on intertextuality and argumentation. The data collected in this work show that intertextuality contributes in a meaningful for the (re) construction of the meaning of an argumentative text, not only as a argument of authority, but also as a constitutive principle. The end result was the possibility of formulating an argumentative text without the need to plagiarize arguments from another people.

The work aims to reflect on the promotion of reading activities out loud by students of Youth and Adult Education (EJA) from a public school municipality of São Miguel dos Campos-AL, promoting the literary literacy made possible by the environment school through experiences with the text. In the research methodology, adopted the qualitative approach in the action research modality (THIOLLENT, 1986) in order to corroborate with an intervention proposal aimed at the active participation of the students in workshop and reading mediation session in the reception and transmission process vocal of the text; in literary experience both inside the school and outside it, specifically in day care, shelter, hospital and halfway house. The procedures methodological and instruments used for data collection were the following: sequences didactics, field diaries, recordings, audios and oral and written reports, which also undertook further analysis. To understand reality observed and to base the research reflections, the following main theoretical contributions were taken: The cognitive approach to reading in Silveira (2015); listening to texts and practicing of mediation reading in Bajard (2014 a,b); the concepts, procedures and strategies of reading on school in Antunes (2003), Solé (1998) and Manguel (2004); training and performance of reader in Kefalás (2012); approaches to social literacy practices in Soares (2004), Street (2003) and Kleiman (1995); Literary Literacy in Cosson (2018/2019); in addition of the specificities of EJA in Freire (2011), Arroyo (2017) and Brazil (2002). THE investigation evidenced, mainly, the distance of the students with the literature. Still, you results showed that systematized reading activities were favorable to insertion of literary literacy when it started from life experiences, assuming a relevant role in the reader formation process. It was possible to verify, through the mediation between the students, significant impressions focused on reception, through voice reading practices high of the text written, either by fluency or even by fruition, brought more by the experience of the that, many times for reading proficiency.

For understanding the language in its interactional and discursive dimensions and its domain as a condition for the effective social participation of individuals, this research defends the approach of orality in the teaching of the Portuguese language, especially the production of oral texts of an argumentative typological nature. It is also discussed the need that, in their teaching, be adopted practices that articulate both the oral and the written modality, since, in the context of social and cultural practices, they are interactive activities and complementary. It is based on the studies of Marcuschi (2001; 2007; 2010), on orality and the relationship between speech and writing; Antunes (2003), Crescitelli and Reis (2013), Bentes (2013), with regard to space and work with orality in the classroom; Fávero, Andrade and Aquino (2000 and 2013), Aquino (2015), regarding the teaching of argumentation, Ribeiro (2009) with the discussions about the argumentation in the oral text, among others. This research defends the need to work in school oral practices that enable the development of an awareness of the importance of taking the floor in public, asking questions, asking for explanations and making comments. For this, the work presents the following questions of research: How the teaching of the oral modality of the language is treated in official documents and in Portuguese language textbooks? What are the constituent aspects, construction strategies and conditions of production of the spoken text? What interactional and argumentative strategies are used by students in practical oral text production activities? Its general objective is to analyze the procedures or strategies arguments used by elementary school students in the exhibition oral or in defending the point of view. The intervention proposal was developed with 8th grade elementary school students in a public school of Alagoas and had as data collection instruments recordings and transcripts of oral texts produced by student-collaborators. From of the activities carried out, it was found that a considerable part of the class presented difficulties in exposing points of view, in establishing counterpoints and arguments in the moments of discussion of texts in class, especially in those of an argumentative nature, interfering in the development of classes in which the spoken text was predominant.

This dissertation presents the results of the research developed with literary texts in Portuguese language classes, from the 7th year of Elementary School (EF), of a Public School in the State of Alagoas, for the master's degree from Profletras, from the Federal University of Alagoas, in the period 2018-2020, whose general objective was to promote critical training through the practice of literary reading of the students through activities developed by the researcher. As methodological procedures, ten texts were selected narratives and poetics of different authors for reading, recognition of the elements, moments of the narrative, aspects of poetry, analysis and, finally, the production of re-readings and criticism. Based on Freire's conception (1989, p. 14), which argues that “the reading of the word is not only preceded by reading the world, but by a certain form of 'write it' or 'rewrite it' lo’”, that is, to transform it through our practice consciously, we start from the assumption that reading is a resource essential to recognize ourselves as active subjects in the society in which we are inserted and it is through it that we are able to dialogue with the world and think critically. Per Therefore, the work was carried out based on the practices, skills and literary reading strategies that we develop in the act of reading, based on Freire's own conceptions (1999), Solé (1998), Valarini [n.d.], Cosson (2014) and Santos (2019), who reiterate the importance of reading literary texts to from prior knowledge or approach to familiarization theme, connections with objective and interdisciplinary reality, inferences, visualization, text queries, summarizations and syntheses; as well as in the theory of Candido (1995), which says that the Literature develops a sensitivity transformative and reflective in human beings to propose a aesthetic experience. In addition, consideration was given to conceptions about literacy proposed by Kleiman (1995) and Soares (1998). The research adopted the action research approach, based on theories of Thiollent (1985) and Pinto (1989); because he developed the experiences, experiences and knowledge of the students about their own reality in the Portuguese language classes. Thus, the research contributed so much to the reader autonomy of these students from the aforementioned school, as well as for their critical training about the reality in which they are inserted.

The present work seeks to reflect on the reading level of a group of students from the 7th grade of elementary school in a municipal school in Maceió / AL. The theoretical basis of this research starts with what the BNCC recommends on page 67, with regard to reading for elementary school: “The Reading Axis comprehends the language practices that result from the active interaction of the reader / listener / viewer with the texts written, oral and multisemiotics and their interpretation, examples being the readings for aesthetic enjoyment of texts and literary works ...), it is reinforced with the reading of the works "Reading of the literary text" and "From literary reading to the production of texts", both by the author Ernani Terra and expands with the readings of CAGLIARI (2001), PERISSÉ (2005), COSSON (2019) and some other authors who will be cited during the work. Based on an observation of the reading level at which the selected students of the series are found, in the didactic and paradidical aspects, as well as a survey of the resources that the school has to offer (textbook, library, educational collection, adequate space reading, computer room with adequate equipment and accessibility for students and other means that allow reading at school and outside), the goal is to promote literary literacy that provides a broader view of students in relation to the main literary genres of the most diverse authors of Brazilian and foreign literatures. Understanding that the reading practices, according to the BNCC (p.68), must be focused on the reconstruction and reflection on the reception of texts of the most different genres, this work proposes a theoretical support to the use of reading as a mechanism of improvement in the acquisition of knowledge in the most different areas of learning.