Quando ler é criar: princípios para planejar vivências literárias na escola

Abstract

Planning classes that promote literary experiences at school is not an easy task. In this scenario, many Language students have stopped promoting literary readings in their journeys through school. Thus, this paper aims to problematize the specifity of literary reading (BENVENISTE, 1989; COLOMER, 2007), in dialogue with the act of learning (GALLO, 2017; DELEUZE, 2003), in order to present principles that works as devices for lesson planning that have as purpose the literary experience. Generally speaking, to make a lesson planning, it is essential to be a text reader before being the teacher who plans classes; recognize that each text offers its reading key; to face the materiality of the text to finally promote relations of interpretation that aim the human and aesthetic experience.