Abduct me, reader: the role of the Cine lei-tura project in promoting literary literacy

Abstract

This article aims to present the extension project Cine Lei-tura as a pedagogical strategy for promoting literary literacy and fostering students’ development as readers, through systematic engagement with literary reading and writing practices articulated with cinematic language. With the purpose of enhancing literary literacy in upper secondary education, the project Cine Lei-tura: tell me how you read and I will tell you what kind of reader you are was implemented in two public state schools in the city of Timon, Maranhão, Brazil. The extension initiative was carried out by six undergraduate students from the State University of Maranhão (UEMA), Timon campus, including four students from the Portuguese Language Teaching degree and two from the Pedagogy degree. Pedagogical activities were based on the reading and analysis of the literary works The Book Thief, by Markus Zusak, Captains of the Sands, by Jorge Amado, and Harry Potter and the Deathly Hallows, by J. K. Rowling, as well as their respective film adaptations. The project and this article are theoretically grounded in authors such as Araújo (2023), Souza (2010), Girotto (2010), Koch (2010), Cosson (2014), and Batista (2005), among others. The results indicate that Cine Lei-tura proved to be a relevant pedagogical strategy for strengthening literary literacy, contributing to the development of students’ critical awareness and to the expansion of their horizon of expectations as readers in formation.