Leitura de literatura e textos multimodais: uma proposta de abordagem intertextual.

Abstract

The article intends to present a proposal for teaching literary reading that escapes the historical-national paradigm that, considering the approach of Cereja (2005) and Cosson (2020), do not achieve the expected success in the formation of readers of literature. Therefore, given the importance of literature in the formation of subjects, new ways of working with the literary text are needed, considering, for example, its thematic units. Multimodal texts, of outstanding importance even in official documents, such as the National Common Curricular Base (BNCC), can contribute to bringing the student closer to literary works, as they offer language diversities closer to the students' experiences. Literary literacy, in turn, becomes an appropriate organization to promote this reading practice, combining the literary work with multimodal texts from a perspective of diversity of identities, and seeking, through literature, to discuss contemporary themes.