Between literacy and identity building: Amapa’s literary text in Portuguese language classes

Abstract

In this work, we sought, as a general objective, to analyze how teachers insert texts from Amapá literature in Portuguese language classes. In a specific way, we troed to understand what teachers think about teaching reading, how such texts are explored in schools, and in addition to discuss how Amapá literature can favor the (re)construction and negotiation of students’ identities. To this end, knowledge of literature was mobilized, such as literary literacy and the training of literary readers, discussed, respectively, from Cosson (2016) and Rouxel (2013); Applied Linguistics regarding critical literacy and multi-skills - according to Cassany (2005), Matos and Valério (2010) and Cope and Kalantzis (2009) - and the (re) construction of identities through language, according with Maristella-de-Andrade; Figueiredo (2013), Rajagopalan (2009) and Norton (2013). This research follows, therefore, a qualitative-interpretative nature, being carried out in five schools (A, B, C, D and E) through interviews with five teachers from each school and the application of semi-open questionnaires to those responsible for libraries and reading rooms from the surveyed schools. Thus, regarding the data we have available, we evaluate that it is still necessary to understand and, consequently, work on reading (include the literature) and written production as social practices that permeate human activities, providing students with teaching practices that enable them to think about their local spaces through reading, also from texts of Amapá literature, in order to (re)construct their identities.