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From the comparative reading of the novels Vidas secas, by Graciliano Ramos and Eles eram muitos cavalos, by Luiz Ruffato, this paper develops a proposition of didactic sequence to high school literature classes with the propose to approximate the elements of the novels that represent realist perceptions according to the narrator in different social and historical contexts. For that it begins with a discussion about literary literacy, more specifically about the approach of novel in classroom. Then it shows a propose of dialogic reading in which it evidence the realist perceptions created by the heterodiegetic narrators of Vidas secas e Eles eram muitos cavalos. Lastly directed reading strategies are proposed from the systematization of basic didactic sequences about those novels. It conclude that to work with novels by basic didactic sequence planned and elaborated with knowledge of students formation in high school is efficient methodology to teaching literature in school, mainly the public schools where reading and book acquisition process by the students were always a trouble in teaching/learning literature. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of Adília Lopes' poetry, arguing how the act of reading, from the perspective of the contemporary archive, deconstructs the original meanings to create new textual events. In Adília's rewriting processes, the appropriation and deviation practices of archives that reveal many different ways of reading stand out. The displacement of quotations and the mosaic of discourse fragments and memories constitute a sampled poetic as well as a figuration of a collector poet. It demonstrates how, in her writing, the act of reassembling and repurposing quotations promotes, through ironic deviation, a poetics of "unoriginal genius", as proposed by Marjorie Perloff, and/or a "uncreative writing", as in Kenneth Goldsmith's perspective, or or even a reading work, following Roland Barthes' notion. [ABSTRACT FROM AUTHOR]