THE PRACTICE OF LITERARY READING AT SCHOOL: A PATH TO LITERARY LITERACY

Abstract

This article aimed to analyze the practices of literary text reading in the pedagogical planning of teachers in the early years of Elementary School at two public schools in Cruzeiro do Sul-AC, investigating the implications of these practices for the development of students' literary literacy. The research adopted a qualitative, descriptive, and documentary approach, carried out through the analysis of Portuguese Language lesson plans for fourth and fifth-grade classes. The study showed that although teachers select appropriate literary texts and propose reading and interpretation activities, there are limitations related to the diversification of pedagogical strategies. It was found that the practices could be enriched with more dynamic and interactive approaches, stimulating students' engagement and making the reading experience more meaningful. The study concluded that the teacher plays an essential role as a mediator in the reading process, making it necessary to invest in continuous training so they can adopt innovative methodologies. When literature is worked on intentionally and structuredly, it contributes to the formation of critical and autonomous readers, establishing itself as a fundamental tool for the integral development of students.