Letramento literário mediado pelo gênero teatro

The literary text has the potential to combine the universe of the imaginary with a certain representation of reality, opening a range of possibilities for interpretation and attribution of meanings. Such amplitude, however, does not occur in a void: every text brings clues to possible interpretations, and the understanding of these clues occurs through literary literacy, which encompasses a differentiated dimension of the social use of writing and a way to ensure its effective mastery (Cosson, 2014). Thus, this article presents a proposal to work with the Theater genre as a way to optimize the teaching of literature and Portuguese language from the perspective of literary literacy and discursive/textual genres. Based on the concept of active methodologies (Moran, 2018), it is proposed to carry out a project aimed at the assembly of a theatrical play created by the students, taking into account the theoretical principles of educational theater (Boal, 2009; Spolin, 2010; Koudela; Santana, 2005). The theoretical apparatus, based on Bakhtin's (1997) sociointeractionism, adds the contribution of Candido (2002) regarding the conceptions of reading and the importance of literature in the formation of the individual, as well as the postulates of Schneuwly and Dolz (2004) and Marcuschi (2010) regarding textual genres. The methodology covers the study of the specificities of the dramatic text, the differences between it and the narrative text, linguistic analysis and intertextuality, combined with the factors inherent to the assembly of a theatrical play, which include the characteristics of body language, character development, costumes and scenarios. It is intended, with this, to encourage high school students to get closer to the fictional universe, developing their skills related to the enjoyment and understanding of literature.