IRACEMA THROUGH MULTIPLE PERSPECTIVES:

LITERARY LITERACY BASED ON A MULTIMODAL DIDACTIC SEQUENCE

Abstract

Documents that guide Basic Education in Brazil advocate that the teaching of Literature needs to be supported by pedagogical practices that include reader-literary text dialogue, since literary reading is essential not only for students' academic development, but also for their formation as critical, empathetic and creative individuals in a plural society. The aim of this article is to present a proposal for applying the theoretical-methodological model developed by Cosson (2006) to promote literary literacy. In this model, Cosson (2006) presents a basic sequence, which consists of four stages: motivation, introduction, reading and interpretation of the literary text. Based on this methodology, this article looks at literary literacy through a Didactic Sequence for reading Iracema: Legend of Ceará and multimodal retextualizations of the novel. For the basis of our study, we have taken the works of Soares (2002) and Cosson (2006) as our theoretical basis for discussing the concepts of literacy and literary literacy. Regarding the concept of multimodality, we draw on the reflections of Kress and Van Leeuwen (2001). Also, as this research deals with the process of retextualization, we used the studies of Dell'Isola (2007), Marcurschi (2001) and Matencio (2002). With this work, we emphasize that multimodal retextualizations broaden the possibilities of interpretation and expression for students, making the literary experience more dynamic and accessible. They reflect the diversity of contemporary forms of communication and are fundamental to a literacy that encompasses multiple languages and media.