The chronicles of Luis Fernando Verissimo as a strategy for teaching reading

Abstract

This study presents the humorous chronicles of Luis Fernando Verissimo as a relevant element in the process of training critical readers in EJA. It proposes a reading and reflection work, aiming to contribute to mitigating the gaps in the reading competence of this audience, suggesting an expanded sequence with humorous chronicles. Theoretically, the reflections are based on the conceptions of Freire (1992), Solé (1998), Koch and Elias (2008), Soares (2009) and Geraldi (2012) on reading practice; Candido (1992) and Sá (1992), on the chronicle textual genre; Possenti (2021), Freud (2017) and Propp (1992) on humor and comedy; and Cosson (2007) on the teaching of literature. In short, this study aims to: understand thecurrent educational scenario in relation to reading practices; develop strategies to face challenges in fluency and comprehension of texts; verify the potential of Luís Fernando Veríssimo's humorous texts for the formation of critical readers in EJA. Methodologically, the study presents an expanded sequence based on reflection and teaching of reading strategies. The proposal is flexible and suggests possibilities in the context of reading and writing practices in basic education.