This research proposal aims to use literary literacy to promote the encounter of literature produced in Mato Grosso 

with students of the 7th year of Elementary School, with the aim of promoting access to the literary 

reading of poems and, for this, we sought verify which would be the school methodological strategies

 that contribute to student learning. There is the hypothesis that these students do not have access 

to this production and that thedo not know contemporary writers from the state, a hypothesis that 

will be investigated in the research phases. Thus, with the aim of developing a work focusing on the 

specific poem genre, the work Festa (2012) by Aclyse de Mattos was chosen, which creates visibility about our culture and identity in Mato Grosso, 

through the poetic genre, lyrical and musical, constituent elements of the work. The relevance of the study is 

established in the sense of presenting a work of Mato Grosso literature, valuing our culture, identity, 

experiences lived in our state, strengthening and expanding the students' knowledge regarding literary 

competence, enriching the proposal and also using digital resources for the final 

product, with the aim of producing a poem through the digital fanzine.

The study aims to highlight the importance of the textual genre Comics in the context of Portuguese language classes, because it is considered attractive, in addition to dealing with various everyday themes, which provides a reflection on social and cultural issues in a light and relaxed way. . Furthermore, the comic strips are a valuable resource to encourage students to get involved with reading and writing, in a context in which the formation of young readers capable of not only recognizing letters, but also interpreting and using texts in their daily lives it's a challenge. From this perspective, this research aims to promote the learner's literacy, through a didactic sequence anchored in the principles of Dolz, Noverraz and Schneuwly, (2004) which suggest a set of activities that aim to improve reading, writing and results of the internal and external assessments of the 6th year of Elementary Education at the Dr. Guilherme Freitas de Abreu Lima State School, located in the municipality of Juína, State of Mato Grosso, with regard to the approach to the textual genre Comics (Comics), with emphasis on the comic strips. The nature of the research is qualitative, whose methodology is not based on the production and analysis of numerical data, but rather on a set of practices that result in an interpretative representation of the world. The aim is to offer students support to improve their reading and writing skills in multimodal texts, as well as strengthening their literacy. Comic strips are resources that motivate students to become interested in reading, writing and interpreting texts, thus becoming valuable material for educational development. The research also includes notes in a field notebook made during observation of the workshops and a structured questionnaire administered to students.

This study addresses the results of the pedagogical intervention project conducted within the scope of the Professional Master's Degree in Literature (PROFLETRAS/UNEMAT/Sinop-MT), focusing on students in the 9th year of Elementary School II, at Escola Estadual Rui Barbosa, located in Alta Floresta - MT. It aimed to explore the semantic-lexical and diatopic linguistic variation in strings and its implications for students' reading and writing training. To carry out the project, it was decided to employ the action research approach, with the adoption of the didactic sequence methodology supported by the theoretical assumptions of Dolz, Noverraz and Schneuwly (2004) and the Educational Sociolinguistics coined by Bortoni-Ricardo (2005), among other authors. The contribution of Educational Sociolinguistics was intended to contribute as a pedagogical resource through Cordel Literature, with the aim of valuing linguistic diversity and promoting a more inclusive education through writing and reading. This study was,therefore essential to help students develop their linguistic skills based on effective education for students' reading and writing skills, valuing linguistic diversity and deconstructing social and linguistic prejudices. As results, we observed effective student participation, collaborative team production, greater interest in reading and writing and proactive use of technological resources.

The intervention research project, which we are presenting here, was produced and
developed in light of a concern that daily occupies educators, especially in basic
education classrooms: how to encourage literary reading for the formation of
competent readers? It is under this perspective that "Reading Circles and the
Construction of Meaning in the Teaching of Indigenous Literature by Daniel
Munduruku: Formation, Identity, and Resistance" takes shape. Developed with a
sixth-grade class in the Elementary School at the Municipal Integral Basic Education
Center "Caminhos do Saber," in Nova Mutum - MT, with the aim of recognizing the
importance of indigenous literature through access, mediation, and reflection on its
relevance in the construction of meaning, advocating for the appreciation and respect
for cultural diversity, through the promotion of student engagement and contact, with
the perspective of forming competent readers through literary literacy. This intention
aligns with what is outlined in Law No. 11,645/2008, which establishes the guidelines
and bases of national education, including the mandatory inclusion of the theme
"Afro-Brazilian and Indigenous History and Culture" in the official curriculum of the
education system. With theoretical input grounded in the concepts of reading and
literary literacy found in the works of Cosson (2020) and Petit (2017), Freire (1982);
reader formation, Solé (1998), Colomer (2007), Cosson (2020); literature and
indigenous literature, Todorov (2012), Candido (2011), Munduruku (2020), Graúna
(2013), Thiel (2013), Jecupé (2007). For considerations regarding reading concepts
and methodological strategy applied in the classroom, we refer to the proposal
developed in the book "Como criar os círculos de leitura na sala de aula", by Cosson
(2021).

The school is not the only one, but it is the main incentive for literary reading in the life of a student, for this reason this environment needs to provide conditions for them to become sensitive and critical readers, capable of interpreting the world around them. However, the presence of literature in the school is almost completely restricted to literary texts or excerpts from them that appear in the textbook. In this way, the schooling of literature shows itself to be short in terms of strategies and methodologies that provide a taste for reading and meaning to the literary text. As far as regional literature is concerned, the picture is even more discouraging. Literary productions in the state of Mato Grosso are hardly worked in the classroom, either due to a lack of government incentive to distribute works by authors from Mato Grosso to libraries, or even due to the lack of training of Portuguese-speaking teachers, a gap in students' identity formation. The Mato Grosso State Curriculum Reference Document (DRC) defends the work with literary texts produced in the state, in order to highlight the culture and nature present here. Therefore, this dissertation work aims to promote literary literacy through the development of activities that contemplate the texts of regional literature. For this, we worked with the stories of the writer Gabriel de Mattos from the work A geringonça (2002). In order to use digital technology to contribute to literary literacy, hyperpoints were produced from written texts and students' interpretations of the work. To this end, the research involved the 8th grade class of Elementary School II at the Luiz Carlos Ceconello State School, located in Lucas do Rio Verde-MT. The proposal is based on the theoretical contributions of literary literacy (PAULINO and COSSON, 2009), (COSSON, 2018), (SOUZA and COSSON, 2011), of subjective reading and analytical reading (ROUXEL, 2012), (MARCUSCHI and XAVIER, 2005), about hypertext and digital genres, (GOTLIB, 2006), (CORTÁZAR, 1974), (PIGLIA, 2004) about study of the story, (ROJO and MOURA, 2012), about Multiliteracies at school, (HAYLES, 2009) about digital literature, (LEITE, 2009), (MAGALHÃES, 2002) about regional literature, and official documents: National Common Curricular Base (2018), Curricular Reference Document of the State of Mato Grosso (2018).

The contemporary socio-historical context, largely constructed from dichotomies of thought, shows the importance of educational institutions in promoting a reflective school environment, with respect to historicity and diversity. Allied to this fact, the new digital information and communication technologies have entered school spaces through the most varied text and speech genres, which shows the need to train critical, ethical and committed citizens to make learning something meaningful, capable of expand your communicative competence, participating in the decisions that surround you in a truly citizen way. These assertions elucidate the need to think about pedagogical practice and Literacy Projects are presented as alternatives, which guarantee the insertion of students in language practices located in the literacy events of which they are a part, born from social interactions, which increased in changes in educational paradigms in recent years. This project, therefore, aimed at the development of actions, through literacy stages, within which reading and writing activities were carried out, both oral and non-oral genres, as well as social practices of language use. A prototype of this intervention proposal was carried out at a state school in the municipality of Colíder-MT, considering the situation of social isolation caused by the pandemic of the new Coronavirus. Altogether there were 9 participants from the ninth years (morning and afternoon). The problem situation had already been evidenced in 2019, with all participants, both in conversations through the corridors and in classroom debates, until it became the research problem. Thus, it was the observation of these needs arising from the students' realities, related to conflicts generated at school by the lack of understanding as to living with diversity, that triggered the actions that aimed to expand the skills of using the language in its oral and written modalities, for discuss the reach of citizenship mediated by the use of language. As a theoretical contribution this qualitative, interventional research and with an interpretive bias, and which also considers the formative approach of the teacher in his dialogical process of construction, analysis and reflection is guided by Kleiman's concept of literacy (1995, 2005, 2006, 2009), Oliveira, Tinoco and Santos (2014), and Street (2015), with regard to studies regarding the Literacy Project (PL); relative to the discursive genres in Bakhtin (2006, 2012, 2014); the importance of orality studies in Marcuschi (2005, 2008) and Antunes (2003); for the research approach, Bortoni-Ricardo (2008) and Rojo (2005, 2009, 2012); regarding the thematic content of historicity and diversity, mainly in Stuart Hall (2006); with regard to the discursive genre chosen for making the final product, Nichols (2005) among others. Studies related to PCN (1998,2000), BNCC (2017) and DRC-MT (2017) were also reconciled. The agency of the own learning developed by the students, in a collaborative process also with the teacher, during the unfolding of the actions, provided reflections throughout the opportunity. The main objective of the project was to propose reflection and assist them in the decision-making process regarding the surrounding speeches in the school environment regarding the issue of diversity. The research sought to answer the questions: How can work anchored in projects, considering the issue of literacies and multi-tools, contribute to the expansion of the discursive competence of ninth-year students at an elementary school in the city of Colíder-MT? How is it possible to propose reflection on diversity without falling into common sense mediated by the study of language and historicity? The results of the stages showed an improvement in the students' discursive capacity, including with regard to rethinking the concept of diversity, considering the new digital technologies, albeit as a prototype.

The research presents a didactic proposal that seeks to contribute to the Youth and Adult Education (EJA) modality, in which it proposes to provide possibilities for the appropriation of the Portuguese language, through a didactic sequence, which works with the textual genre short story,  and the respective axes of learning, namely: reading, interpretation, oral and written textual production and linguistic structuring, with a view to awakening the students of EJA, the production of meanings.  To this end, the following specific objectives were outlined: to encourage the student to improve the language skills necessary for his intellectual and social development, with the practice of reading, interpreting, oral and written textual production and the refraction of written production in the classroom  ;  provoke curiosity in the mother tongue in the student so that, regardless of the classroom, she seeks readings and develops oral and written textual production;  extracting the meanings from the stories read, as well as from the different textual genres that circulate in all social spheres.  The research, with a qualitative approach, has as methodological procedure the planning of a Didactic Sequence (SD) based on the assumptions of Dolz, Noverraz and Schneuwly (2004).  Authors such as Rojo (2009), Bakhtin (1992), Mello (2018) and Solé (1998), among others, supported this methodological procedure.  SD planning is in line with the Common National Curricular Base (BRASIL, 2017), the Mato Grosso Curricular Reference document - Elementary School Final Years (MATO GROSSO, 2018) and the Integrated Educational Management System (SIGEDUCA). With the development of this didactic sequence, it is expected that EJA students will be able to develop their language skills, and, through the production of meanings, assume a critical posture with a view to overcoming the status quo and social transformation.

This research aimed to investigate how the approach of the chronic gender in its multimodality, from the perspective of multi-tools, favors the teaching and learning of reading and writing in the classroom. Through the readings of theorists such as Rojo (2012; 2013; 2016; 2019), Bakhtin (2010), Dolz, Noverraz and Schneuwly (2004), among others, it was possible to build new theoretical and practical knowledge about the teaching of the Portuguese language, which anchored this research. In order to carry out this action research, we were guided by the following questions: Does the pedagogical work with a chronic multimodal genre enable (re) meanings in the practices of reading and producing texts in the classroom? With specific objectives to understand if the approach of the chronic gender, in its multimodality, contributes to the reading and writing process of the students of the 8th year of Elementary School. The methodological procedure was carried out through the didactic sequence, proposed by Dolz, Noverraz and Schneuwly (2004). The promotion of the actions of the pedagogical intervention took place in an 8th grade class, at the State School Professora Zuleide dos Santos Barros, in the municipality of Tabaporã / MT. Due to the pandemic situation triggered by the New Coronavirus, the actions, which were planned for a normal classroom, were developed remotely with interaction through the Teams platform and the WhatsApp group. Through reading and text production practices, innumerable possibilities for developing the skills expected from students in the final years of elementary school were promoted. As a final production, the students, collaborators in the research, produced a chronicle. The analysis of the research data showed that the reading and writing practices of the chronic discursive genre, under the perspective of multi-tools, with support and use of digital technologies, enabled interaction and collaborative work, so that students appropriated the elements multimodal of the chronic genre, which was demonstrated with the productions of the collaborating students.

How to teach literature at the heart of the school has become the epicenter of discussions by numerous scholars and theorists in the field with debates aimed at building strategies and didactic-pedagogical methodologies with a strong interest in contributing to the formative structure of the literary reader. Theories and research highlight this way of teaching centered on the effective and efficient reading of literary texts. In this horizon, the teacher starts to play a fundamentally important role in the development of reader behavior in the student's life, and, therefore, in the procedures of teaching through literary literacy. The suggestions and methodological steps of this proposal to literarily literate the student through short stories and legends lead to pedagogical actions centered on the technique of mediation between the literary work and the reader as well as the development of reading, interpretation and, especially, strategies, in the formation of a proficient reader. The proposal “Contos e legendas santarenas: a proposal for literary literacy” was going to be applied, but a pandemic made its execution unfeasible. Covid-19 caused classes to be suspended at the very beginning of school activities. And it did not allow the return in a timely manner for the development of the suggested steps. Therefore, due to the exceptional moment, it follows as a proposal. In accordance with the criteria of the Profletras program, the proposal would be applied with a class of 40 students from the 9th grade at the State School of Elementary and Secondary Education. Aluízio Lopes Martins in Santarém, Western Pará. We also emphasize that this work is linked to a qualitative research along the lines of action research, focused on literary literacy in the final grade of elementary school II, presenting an intervention proposal with the purpose of to contribute to the formation of literary readers based on the reading of short stories by the author Marina Colasanti and, especially, of Santarem legends, with young people aged between 13 and 16 years, students of the 9th grade of a public school in the municipality of Santarém. We understand that there is a great approach between knowledge and pedagogical practice to form a reading subject. For that, scholars like Candido (1995), Colomer (2007), Cosson (2014) and others serve as a theoretical contribution to make some considerations about teaching in order to train critical and empowered readers of autonomy. Based on these scholars, an analytical and reflective look is taken on how to teach literary reading with the need to foster formative aspects in the development of a protagonist, critical and reflective subject. Thus, the corpus of activities was composed of two short stories by the writer Marina Colasanti "In the comfort of a turban", "I certainly have love", and two Santarena legends "the Boto", "the Mother of water". The written production would be compiled in the form of a collection of tales and legends, as well as a microfilm and the realization of a sarau soiree. Finally, the activities aim to promote literary reading in order to contribute to the reading training of individuals in the perspective of generating autonomous people in dealing with literary texts.

The objective this research was to promote literary literacy through contextualized African tales with everyday school life of students of the third stage of the graduate of the State School José Domingos Fraga, located in Sorriso / MT. To plan and develop a didactic sequence (SD) sought to strategies to work so attractive for literature for pupils, so that they could understand and reflect on reading and text production mediated by the use of technology. Thus, the final product produced along activities were applied Hypertale tales written in groups of five to six students in the classroom. With the development of this work was possible to know ways that contribute to the transformation in the way it is taught literature in public schools, since in many educational institutions are silenced African productions in Portuguese classes. As a theoretical assumption, we used the theoretical perspectives of Candido (1995), Machado (2002), Zilberman (2008 [2009]) and Colomer (2007) to reflect the Literature; Amancio, Gomes, Jorge (2008) and Costa (2007) to address the ethnic-racial relations in the public schools, Koch (2008) to reflect the sense of the text; Rojo (2012) Oliveira, Tinoco, Santos (2014) and Smith (2009) to think about literacy and the multiliteracy; Dolz and Schneuwly (2004 [2010]) to treat about teaching sequence. Therefore, the SD was an educational intervention which showed the importance of African tales to literacy and the humanization of students-teenagers in the making as readers. In this sense, we can say that the teaching of literature in Portuguese classes can be attractive and enhanced with the help of technological aid, and the Hypertale sets a new look of the literary text that requires new reading approaches and comprehension, but it is for the school to promote interaction and inclusion for digital and literary literacy.