English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The present work had as objective to propose didactic activities through literary texts for the Spanish language workshops of the “Programa Institucional de Bolsas de Iniciação à Docência” (PIBID), promoting the reading literary works and contributing to the teaching and learning of a foreign language. Understanding the reality of students in public education, it is important that reading has meaning and meaning for the student's learning, that is, the readings must have themes that are part of the student's reality or unless they are topics that are much discussed in our society. It is necessary for the student to have a voice and to stand in front of certain themes, expressing opinions, reflecting and building new knowledge, from reading. We have as main authors the theoretical basis of didactics of literature, authors such as Mendoza (2004, 2007), Aragão (2006), Silva (2016), Machado (2012), Cosson (2014), among others. The didactic proposals were elaborated from the structure of reading classes developed by Silva (2016), understanding the systematic steps that should be taken in a literary reading class, such as prereading, reading and post-reading. All of these steps are important for the learner's student development, activating their previous knowledge, practicing reading, acquiring new lexicons and building new knowledge. The experience of proposing literary activities at the Josefa Sampaio State School, in which the PIBID was active, was rewarding, promoting satisfactory results, such as encouraging reading and critical reflection. Literary reading contributes significantly to the students' oral development, based on the inquiries and questions raised from the classroom discussions.

LETRAMENTO LITERÁRIO EM E/LE: PRÁTICAS DE LEITURA LITERÁRIA EM OFICINAS DO PIBID EM NATAL/RN