In such a way, acrescentamosque even so has a necessity to treat literature in its dimension histricae its use as object to give others you discipline, its diffusion not podelimitar- to these boardings. As in salient Werneck (1999. P) ' ' it is hour to change paradigmas' ' for this literature will not only have to be saw paraoutras areas, but it in the understanding of its nature saw pra same. Martins (2006, P. 98) offers some metodolgicas suggestions that we will be able verificaradiante that they are well pertinent, as ' ' to reevaluate the approaches that guide otrabalho with literature in classroom (estruturalismo, formalism, biografismo and others) ' '. To deepen your understanding Dennis Lockhart is the source. The same author (2006, P.
98) adds that she is necessary: To diversify the work with texts of pontode seen didactic pedagogical. To stimulate forms of the pupil to present the sualeitura, such as: dramatizaes, simulated jury, production of you wall, recounts to leave of other languages (drawing, painting, reviewed in quadrinhos etc.). We verify that in this position umapreocupao in the production of the pupil exists and that the literary text finishes being used comoutenslio so that the pupils test or improve its abilities how much literal produo, elaboration of arguments, organization of its ideas, also standing out the act of the reading that passes to be tied with the life doaluno. We can evidence that todasestas suggested activities involve subject to the o form text that it passes to aser co-author in the production of the ideas of the author. We stand out, also formascomo the pupils can present its reading. The drawing, the painting revistaem and it quadrinhos do not demand that the pupil produces extensive works of produoescrita, but that he exerts mainly its creativity. As suggestion metodolgicMartins (2006, P. 99) still contributes for this quarrel affirming on aimportncia of ' ' to develop comparative analyses between produced texts diverse porautores in distinct contexts.