POTIGUAR UNUSUAL: WANDERINGS FROM THE MYTHICAL BACKLANDS TO LITERATURE CLASS IN A TEACHING INTERNSHIP EXPERIENCE

Abstract

The operationalization of fantastic elements in fiction narratives is recurrent in children's and youth works, with the fantastic tale being a literary genre indicated in the BNCC. This article discusses the insertion of the fantastic tale as a teaching-learning object in the classroom both to boost literary literacy, considering local literary production, and to qualify the teaching practice of the Portuguese language. Based on this dialogical perspective, the document addresses the fantastic tale as an aesthetic category and teaching-learning object for literary training, based on Calvino (2004), Paes (1985), Roas (2014), Todorov (2008), and discusses the relevance in basic education of working with the author/work of the local reality of the school community. Then, it exemplifies with a didactic sequence for the seventh grade of Elementary School. Proposal carried out during the supervised teaching internship, which, according to Pimenta and Lima (2005/2006), it is constituted as a research activity and theory-practice reflection in order to overcome imitation and technical instrumentalization and strengthen the teacher's autonomy and pedagogical action training in the context of their practice. The main results include: (i) the positive reception and engagement of students in activities; (ii) the teaching possibility of exploring different aspects of the tale in dialogue with socially shared oral narratives; and (iii) the importance of valuing local literature in the school space, understanding the proximity to the author and the text as vectors that can contribute to the aesthetic and ethical formation of readers and teaching practice in Portuguese.