O LUGAR DA RESIDÊNCIA PEDAGÓGICA NA E PARA A FORMAÇÃO DE LEITORES LITERÁRIOS

Abstract

This article aims to present the results of didactic intervention developed under the Pedagogical Residency Program, at the Universidade do Norte do Paraná (UENP), Cornélio Procópio campus, in partnership with two high schools. The work proposals were based on the understanding that, to promote literary reading in the school context, mediation assumes an essential aspect in and for the formation of readers, especially literary readers. The reading diary methodologically supported the work with Afro-Brazilian literary texts, while the expanded didactic sequence (COSSON, 2007) was the methodological strategy used in the reading of Quarenta Dias (2014), by Maria Valéria Rezende.