INTERVENTION STRATEGIES FOR THE RESIGNIFICATION OF LITERARY READING IN HIGH SCHOOL

Abstract

Literature is presented as a tool to encourage the restructuring of young people's perceptions regarding literary reading, highlighting the importance of fostering and developing critical thinking. In this sense, the present study aims to examine intervention strategies that could be rethought to reframe literary reading in high school, establishing connections between characters from Brazilian literature and the dilemmas experienced by students. Therefore, this study proposes a multidisciplinary approach to rekindle the enjoyment of literary reading in high school, enabling students to recognize in the characters and works studied a pathway for building meaning in their educational process. The methodology adopted was bibliographic research, with emphasis on authors such as Antônio Cândido, who discusses the social function of literature in texts such as The Right to Literature, and Paulo Freire, who, in The Importance of the Act of Reading, defends reading as an instrument of awareness and social transformation. After the theoretical survey and selection of literary works, a case study was carried out in a public school, in which the entire process of intervention and resignification of literary reading was implemented. By exploring the connections between literature and students' experiences, the study seeks to strengthen the link between reading and the adolescents' lived realities, emphasizing the transformative role of literature. This process helps young people develop a more critical and reflective perspective on their reality while recognizing the school as a space for personal and collective development, reinforcing the connection between knowledge and experience.