Literaturas de Língua Portuguesa em diálogo com outras linguagens (verbal, visual e verbo-visual)

Abstract

This paper aims to investigate the influence of media genres on the cultural formation of young people and how these materials can be used to conduct the teaching of literary reading. In order to that, I traced the path of teaching Portuguese Language and Literature in Brazil (LIMA, 2016), analyzing the laws that guided pedagogical practices in the past, such as the Laws of Guidelines and Bases of the country (BRAZIL, 1971) and the National Curriculum Parameters (BRASIL, 1998) until reaching the Minimum Curriculum of the State of Rio de Janeiro (Rio de Janeiro, 2012), as well as the current Common National Curriculum Base (BRASIL, 2018). The theoretical foundation of this text is also built on studies about the teaching of literature in dialogue with other languages (BRAITH, 2015) and theories on the diversity of textual genres (MARCUSCHI, 2008). The methodology consisted of qualitative research, with action research character, which was donet through intervention activities applied to two ninth grade elementary classes of a State School in the city of Duque de Caxias, in the State of Rio de Janeiro, place where I detected the consumption of multiple language materials by students, especially through cell phones. By promoting a didactic sequence (COSSON, 2016), I was able to identify how much the students were able to relate the literature to the materials they usually enjoy, as well as to their own realities of life.