<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100750</article-id>
<article-id pub-id-type="doi">10.1590/s1678-46342022482241466por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Letramento e autoria: uma proposta de sequência didática para o ensino de literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy and authorship: a proposal for a didactic sequence for the teaching of literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Penha Élida Ghiotto Tuão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Analice de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense Darcy Ribeiro  ]]></institution>
<addr-line><![CDATA[Campos dos Goytacazes RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100750&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Há práticas pedagógicas em que o ensino de literatura se restringe a aspectos teóricos, anacrônicos, biográficos e fragmentários, sem proporcionar momentos de diálogo entre os participantes do processo de ensino-aprendizagem, e sem promover a experimentação da linguagem. Tendo em vista esse contexto, este artigo tem por objetivos analisar e aproximar os conceitos de autoria e letramento literário e, a partir disso, propor uma sequência didática que vise ao ensino significativo de literatura. A perspectiva adotada é de que, ao romper o paradigma da teorização e assumir um caráter reflexivo e dialógico, os estudos literários que compõem as ementas da educação básica podem se expandir para o âmbito da criação, passando a constituir um espaço potencial de (re)significação e produção de discursos. Metodologicamente, a pesquisa pautou-se na revisão de literatura, seguindo um caráter qualitativo, e adotou como referência o ensino de Língua Portuguesa dirigido ao ensino médio. As análises demonstraram que as concepções de leitura e de autoria podem ser associadas em benefício da construção de estratégias de ensino, entre as quais está a constituição de um sistema literário em que o estudante tenha a atuação de leitor e de autor. Além disso, as discussões realizadas despertaram reflexões a respeito de dois aspectos: a posição que o estudante ocupa no contexto escolar e a potencialidade dos papéis que podem ser ocupados por ele.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There are pedagogical practices in which the teaching of literature is restricted to theoretical, anachronistic, biographical and fragmentary aspects, without providing moments of dialogue between the participants in the teaching-learning process, and without promoting the experimentation of language. In view of this context, this article aims to analyze and approximate the concepts of authorship and Literacy in Literature and, based on that, to propose a didactic sequence aimed at the meaningful teaching of literature. The perspective adopted is that, by breaking the paradigm of theorization and assuming a reflexive and dialogic character, the literary studies that make up the basic education menus can expand to the scope of creation, becoming a potential space for (re) meaning and production of discourses. Methodologically, the research was based on the literature review, following a qualitative character, and adopted as a reference the teaching of Portuguese language directed to High School. The analyses showed that the concepts of reading and authorship can be associated for the benefit of the construction of teaching strategies, among which is the constitution of a literary system in which the student has the role of reader and author. In addition, the discussions that took place arose reflections on two aspects: the position that the student occupies in the school context and the potential of the roles that can be occupied by him.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Literatura]]></kwd>
<kwd lng="pt"><![CDATA[Autoria]]></kwd>
<kwd lng="pt"><![CDATA[Letramento literário]]></kwd>
<kwd lng="en"><![CDATA[Literature]]></kwd>
<kwd lng="en"><![CDATA[Authorship]]></kwd>
<kwd lng="en"><![CDATA[Literacy in Literature]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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