THEORETICAL AND PRACTICAL GUIDELINES FOR LITERARY LITERACY: MEDIATION AS AN ACT OF HUMANIZATION

Abstract

This article discusses literary literacy as a fundamental humanization process to overcome the phenomenon of the functional reader in elementary education. The goal is to investigate how active mediation, structured through the didactic sequence (DS) device, can transform the contact with the book into an event of subjective discovery and critical autonomy. Based on the concepts of Dolz, Schneuwly, and Zabala, the work proposes a systematic organization of rhythmic teaching, adapting the DS stages to the different maturation profiles of readers (pre-readers, fluent, and critical). The integration of active methodologies, such as shadow theater and the living book, is highlighted, alongside the appreciation of family literacy as an essential affective support for consolidating the reading habit. The research emphasizes the need for a humanized and formative assessment, supported by instruments such as observation logs, portfolios, and reading diaries, which prioritize aesthetic sensitivity and the bond with the work over punitive metrics. It concludes that ethical and dialogic literary mediation is capable of "breathing life" into the inert text, educating for freedom and the full manifestation of the self.