ABSTRACT
The presence of literature in additional language teaching incorporates the premise that there is a consensus on its importance in the classroom. However, hesitation regarding the manner of its utilization still permeates the beliefs of teachers and researchers, notably in instructional materials and lesson planning. Based on concepts of the construction of intercultural meaning in literary reading in Portuguese as an additional language classes, it is argued that literary texts are fundamental elements in the development of the cognitive process, balancing their aesthetic and dialogical dimensions with students’ worldviews. In this perspective, as the relationship between mediator, literary text, and reader is strengthened, strategic models reveal themselves in course planning. The aim of this study is to investigate such models, with the purpose of examining procedures for teaching literary reading to foreign language learners, based on their experiences of reading as an educational and social practice. Through the analysis of these procedures in additional language classes, the aim is to demonstrate and enhance the functioning of mediation mechanisms beyond the limits of textbooks, while still being an integral part of teaching activities and materials. As a result, it becomes possible to answer what is the role of reading literary texts in the process of assimilation of the Portuguese language and how the teacher can contribute to his didactic practice of mediation by allowing himself to approach social practice and build meanings, linking empirical knowledge and intercultural knowledge.
Keywords
Portuguese as an additional language; literary reading; instructional materials; meaning construction