Literary literacy from the literary reading of the classic work Sherlock Holmes.
Key words: Reading. Literary literacy., Literature.
The teaching of literature is extremely relevant for the integral formation of the individual as a citizen. It is necessary, however, to review how the literary text works in school, applying methodologies and proposing reading activities that lead to literary literacy, in a way that contributes to the social and cognitive life of the subject, leading him to develop his capacity Of criticism and argumentation, in addition to making him understand the world in which he lives and feel part of it. Literary literacy can be understood as literary reading practices as a social function and contributes to its formation as an independent reader. Thus, this work seeks to discuss the importance of literary literacy and to point out ways to teach literature in school. From this perspective, we seek to highlight the benefits that the work with the literary text, properly mediated, can offer to the social formation and learner of the student. We present, therefore, reflections on the importance of reading, the concept of literary literacy, and propose a basic sequence, according to the foundations of literary literacy of Cosson (2014a), from the literary reading of the classic work Sherlock Holmes. Our proposal seeks to prioritize reading by fruition, arousing pleasure through contact with the literary text. As a social space for the application of the proposal, we chose an eighth grade class from the Elementary School of a public school in Natal / RN. We use the bibliographical research centered mainly on the works of Antoine Compaggnon (2009) Candido (1995), Lajolo (2000), Kleiman (1995, 2002), Soares (2003, 2009), Cosson (2014) and other authors.