ACTIVE METHODOLOGIES IN LITERATURE TEACHING: AN EXPERIENCE REPORT WITH A 9TH-GRADE CLASS

Abstract

This article aims to report and analyze an educational experience developed in the teaching of literature, based on the work Quarto de Despejo: Diário de uma favelada, by Carolina Maria de Jesus, mediated by active learning methodologies. It is an experience report of a descriptive and reflective nature, conducted with eight students from a ninth-grade class of Elementary School at a public school in the municipality of Curaçá, Bahia. The pedagogical experience was developed through a planned didactic sequence incorporating strategies such as literary tertulia, guided discussions, textual production, written activities, and discussion circles, with the aim of promoting student protagonism, critical reading, and the construction of meanings about the work. The information was obtained through teacher observation of interactions, student participation, and the oral and written productions developed throughout the process. The experience made it possible to observe greater student engagement in reading activities, discussions about the work, and reflections on the social issues represented in it, as well as to foster connections between literature and social reality. Thus, it is concluded that the use of active learning methodologies showed potential to increase student participation and foster a more reflective and critical relationship with the literary text.