Literacy of literary reading and literary modes: study of book reading activities of 11th grade Portuguese students in Mozambique
DOI:
https://doi.org/10.18364/rc.2025n68.1420Keywords:
Literacy, Literary Reading, TextbookAbstract
The concept of literary literacy constitutes a problematic aspect of this research, given the way it is explored in the 11th grade Portuguese student’s book. This study analyzes how literary literacy is achieved based on the approach of reading commands of literary discursive genres in the 11th grade Portuguese student’s book in light of the dimensions of literary literacy. The work follows a qualitative methodology, supported by content analysis. As for the results, we saw that in the act of interpreting literary texts, most commands focus more frequently on the critical dimension and less on their extratextual details, that is, the cultural dimension. Furthermore, the text is seen in and by itself, taking a structuralist perspective on teaching reading, which does not allow for the implementation of literary reading literacy, even if the literary modes present in the student’s book are suitable for this purpose.
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