UMA PROPOSTA DIDÁTICA DE LEITURA LITERÁRIA DE A MÁQUINA DO TEMPO

Abstract

With the dynamic transformations of society, literature lost its prestige space in the classroom, however, the classroom dynamics also transformed literature, sometimes into a mere object of enjoyment, sometimes into an object of language study. In this process, it is necessary to claim the space of literature in the classroom as humanizing, through literary reading, as Cosson (2010). In this context, this article aims to present a didactic proposal for a literary reading of the book The Time Machine, by Herbert George Wells. The theoretical basis adopted understands literature as a social right, according to Candido (1995) and the practice of literary reading at school as literary literacy, according to Cosson (2009). The didactic proposal was elaborated from the methodological systematization of a basic sequence, proposed by Cosson (2009).