Leitura literária e produção escrita no ensino fundamental: um estudo a partir da proposta de sequência básica de Rildo Cosson

Abstract

This study discusses literary literacy as a process of inserting the reader into the social practices of literary reading, promoting the construction of meaning, aesthetic appreciation, and the development of critical thinking. In this sense, it is understood that pedagogical strategies can foster the comprehension of written language and integrate it into reading and text production practices, as a fundamental element for the effective development of students’ linguistic skills. Therefore, the following question is raised: How do literary reading practices support text production activities in a way that enhances reading comprehension? In light of this, the present study aims to investigate how literary reading practices can contribute to retextualization processes from oral to written language, based on the basic sequence proposed by Rildo Cosson (2006), with a 3rd-grade elementary school class. The specific objectives are: (1) to develop literary reading activities focused on narrative genres, with an emphasis on retextualization practices from oral reading to writing; (2) to verify the children's reading comprehension process through guiding questions about the texts studied; and (3) to monitor the development of students’ literary reading and retextualization practices throughout the 2025 school year. This is a participatory study with a mixed qualitative and quantitative approach, employing reflective analysis and using strategies such as observation of field records, planning, and materials used in literary reading and text production activities. The activities were based on children's literature books written by Regina Rennó and Ruth Rocha. The study is grounded in Soares (2004) on literacy, Cosson (2006) on literary literacy, Marcuschi (2010) on orality and writing, Goulart (2016) and Cardoso (2002) on written production, among other theorists who support this research. Based on this theoretical framework, issues related to writing, written production, and literary literacy are discussed. The activities carried out and the texts produced by the participants constituted the corpus of analysis for validating the proposed hypotheses. As an educational product, a basic sequence based on Cosson’s proposal was developed to document the stages of the research, the activities carried out, and a small sample of texts produced by the students, aiming to disseminate the results.