<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122022000100204</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v27.e022005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Letramento literário dentro e fora da escola: a recepção de O olho de vidro do meu avô, de Bartolomeu Campos de Queirós]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Hércules Tolêdo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Rosângela Márcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Professora da educação básica em Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122022000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta reflexões sobre o letramento literário a partir da recepção da obra O olho de vidro do meu avô, de Bartolomeu Campos de Queirós (2004), por meio da análise de depoimentos de leitores comuns (a literatura no cotidiano dos indivíduos) &#8211; e de trechos de artigos científicos sobre a obra (a literatura no campo acadêmico). Apresentamos também uma sequência didática desenvolvida com alunos do 6º ano do Ensino Fundamental de uma escola pública de Itabirito, interior de Minas Gerais, a partir da recepção do livro. Para a realização da prática pedagógica, usamos a proposta sugerida e experienciada por Rildo Cosson (2012) para o letramento literário, denominada pelo pesquisador como sequência básica, composta por quatro etapas: motivação, introdução, leitura e interpretação. Dessa forma, procuramos compreender a literatura, a leitura literária e o letramento literário na vida social e na escola, pois cabe a essa instituição proporcionar aos alunos experiências que desenvolvam essa competência para o letramento literário, a se perpetuar pela vida adulta. O principal objetivo desse processo no contexto escolar é formar um leitor que aprecie significações estéticas, capaz de se inserir em uma comunidade que faça suas próprias escolhas literárias, que saiba manipular seus instrumentos culturais e possa construir com eles um sentido para si e para o mundo em que vive. Dessa forma, é necessário reconhecer a importância de atividades que abarquem diferentes tipos de materiais escritos, mas que não sejam negligenciados os textos literários, multiplicando, dessa forma, os espaços de leitura e constituindo comunidades de leitores na escola e fora dela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents reflections on literary literacy from the reception of the work O olho de vidro do meu avô, by Bartolomeu Campos de Queirós (2004), through the analysis of testimonies of ordinary readers &#8211; literature in the daily lives of individuals &#8211; and excerpts from scientific articles on the work &#8211; literature in the academic field. We also present a didactic sequence developed with 6th grade students from a public school in Itabirito, in Minas Gerais. To carry out the pedagogical practice, we use the proposal suggested and experienced by Rildo Cosson (2012) for literary literacy, called by the researcher as basic sequence, composed of four stages: motivation, introduction, reading and interpretation. Thus, we seek to understand literature, literary reading and literary literacy in social life and at school, as it is up to this institution to provide students with experiences that develop this competence for literary literacy, to be perpetuated through adult life. The main objective of this process in the school context is to train a reader who appreciates aesthetic meanings, able to insert himself into a community that makes its own literary choices, who knows how to manipulate its cultural instruments and can build a sense with them for itself and for the world where you live. Thus, it is necessary to recognize the importance of activities that encompass different types of written material, but that literary texts are not neglected, thus multiplying reading spaces and constituting communities of readers at school and beyond.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Letramento literário]]></kwd>
<kwd lng="pt"><![CDATA[Recepção literária]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de leitura literária]]></kwd>
<kwd lng="en"><![CDATA[Literary literacy]]></kwd>
<kwd lng="en"><![CDATA[Literary reception]]></kwd>
<kwd lng="en"><![CDATA[Literary reading project]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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