ATIVIDADES DE LETRAMENTO LITERÁRIO E A FORMAÇÃO DO SUJEITO HISTÓRICO-CRÍTICO NO PRIMEIRO ANO DO ENSINO FUNDAMENTAL

Abstract

This article, carried out during the Lato Sensu Graduate Course in Teacher Training and Educational Practices at IFGoiano, at the Ceres Campus, is the result of a literary literacy research carried out in a first year class of elementary school, with six-year-old students, at João Zeferino Dutra Municipal School, in the city of Rialma, State of Goiás. Initially, the research should have been carried out in a presential classroom, due to the worldwide pandemic of the New Corona Virus, and the suspension of face-to-face classes, the locus became remote, using the group tool “whatsapp” (Digital Application) in the First Year class “A”. For this very peculiar reason, this study takes on a broader dimension and intends to show that in order to train readers, even in adverse situations; the teacher needs to promote actions capable of awakening the male and female students the taste for literary genres. It is also important that the family pursue this purpose, since reading is something that transcends the school environment and is capable of promoting social changes that arise from experience. This article brings a reflection based on the practice of the First Year teacher, demonstrating the importance of literary literacy activities for the formation of the historical-critical subject. Based on the educator's practices, we will discuss the importance of literary reading in the teaching of Portuguese in early literacy, as well as some approaches that can be used to promote a taste for reading in this phase of school education, and, respectively, literary literacy. , thus promoting one of the most important social functions of the school.