"Let's bang a little more": for more shared reading practices in the classroom

Abstract

The presence of reading practices in the classroom remains a central point in discussions about Literature teaching and schooling. This article aims to reflect about the implementation of literary reading practices in Portuguese classes in the final years of the Elementary School, based on an experience of supervised internship in Literature teaching at a school in the Rio Grande do Sul. The lesson plan presented and discussed is methodologically  organized according to the didactic sequence model (Dolz; Noverraz; Schneuwly, 2004), the stages for formation of a competent reader (Braga; Silvestre, 2009) and the protocoled reading strategy (Coscarelli, 1996). The discussion about the supervised internship and the possibilities for working with reading is based on Heath (1982), Bajour (2012) and Zilberman (1988). The results show the importance of shared reading practices in the classroom to mobilize Elementary School students in joint constructions of meanings about the literary text.