TEACHING SEQUENCE: A PROPOSAL TO EXPAND LITERARY LITERACY, IN THE INITIAL YEARS OF ELEMENTARY SCHOOL, THROUGH THE POEMS OF VERA VIANA BORGES

Abstract

This study explores the potential of poetic language in enhancing critical and sensitive reading skills. It investigates the contributions of the Didactic Sequence and the pedagogical work with poems. For this purpose, texts by the writer Vera Viana Borges, who addresses aspects of local culture, were selected. It is emphasized that this structure expands the literary repertoire of individuals and strengthens their cultural identity through poetic texts. The study employs a bibliographic and documentary approach to analyze theories and official guidelines on early years education, such as the BNCC (2018). These documents support the planned activities, which integrate reading, writing, and cultural appreciation into the teaching of the mother tongue. The research is based on the concept of the Didactic Sequence (DS), grounded in the stages of literary literacy proposed by Cosson (2022a) - motivation, introduction, reading, and interpretation - which are associated with the progression of literary reading development. The study draws on contributions from Cosson (2021-2023), Vigotski (2018), Barthes (2012), and other theorists, who support the expansion of literary literacy and the promotion of a pedagogical approach that values local culture and interest in literature. It is argued that pedagogical practice with poems focused on local culture makes literature more accessible and relatable to students, expands literary literacy, strengthens cultural identity, and fosters a sense of belonging.