O LUGAR DO LETRAMENTO LITERÁRIO CRÍTICO-CULTURAL: PROPOSIÇÕES TEÓRICAS E METODOLÓGICAS PARA A FORMAÇÃO DO LEITOR CULTURAL NO ENSINO MÉDIO

PROPOSIÇÕES TEÓRICAS E METODOLÓGICAS PARA A FORMAÇÃO DO LEITOR CULTURAL NO ENSINO MÉDIO

Abstract

Discussing about theoretical and methodological perspectives to position the place of  culturally critical literary literacy. The objective of the research is to analyze the place of culturally critical literary literacy through cultural studies and the cultural critical for the formation of the cultural reader in high school. The methodology employed was bibliographic, explanatory and descriptive of qualitative approach, we were grounded by: (BNCC, 2018), notion of literacy (STREET, 2003), (SOARES, 2002), (KLEIMAN, 1995) and (ROJO, 2009) in the field of cultural criticism by (VIEIRA, 2016) and (SANTOS, 2010 ), in the line of cultural studies (BHABHA, 1998) and (HALL, 2005), and literary criticism (TODOROV, 2010). (Among the main contributions of the referential, the construction of a theoretical-methodological and conceptual approach to cultural critical literary literacy stands out. It was found in the research that there is a constitutive contradiction in the BNCC (2018) regarding the occupation of literature in the document. As for the theoretical-methodological proposal, it shows promise for the formation of a cultural reader with multisemiotic reading capacity manifested in the phenomena of literary, musical, audiovisual, cinematographic languages and many others that make up the universe of languages.