Os fenômenos intermidiáticos e o letramento literário na educação básica: propostas para formação de professores

Abstract

In an increasingly digital landscape, schools face the challenge of fostering dialogue between traditional literary forms and contemporary textualities, providing meaningful experiences. In this sense, thinking about literary literacy in basic education involves not only reflecting on the ways students currently interact with fiction and the skills developed in its understanding, but also calls us to examine the implications of teacher training for addressing these innovations. Given this demand, this article analyzes the relationship between official documents and the training of Portuguese language (literature) professionals. It examines the treatment of literary productions expanding into the digital universe in the curricula of undergraduate at two institutions in Bahia. For this study, we will consider discussions on literary literacy by Zappone (2008) and Paulino; Cosson (2009); reflections on digital literacy by Ribeiro (2010, 2016); and notions of intermediality by Rajewsky (2012). As a result, we observe that the curricular proposals of these educational institutions provide theoretical and practical support for future professionals. However, it is necessary to deepen the understanding of digital literary genres as objects of study so that they can later become teaching objects.

Keywords: Teacher Training. Literary Literacy. Intermedia Phenomena. Digital Literacy.