Questão 66698

An English teacher is designing a literary literacy program for a group of reluctant 12th-grade readers. The students are required to read canonical works for their final exams, but they express a strong dislike for authors like Jane Austen or F. Scott Fitzgerald, whom they find unrelatable. The teacher knows that simply forcing them to read 'Pride and Prejudice' will be counterproductive. Her challenge is to foster literary reading skills and appreciation by bridging the gap between the students' own cultural world and the canonical literary world. She decides to build a reading pathway that starts with non-canonical literature and moves towards the canon. She is guided by the principle that literary literacy is not about venerating a fixed list of 'great books,' but about developing the capacity to engage with complex texts of any kind. A text on reader development she consulted states: 'The journey into literary reading does not have a single starting point. For today's adolescents, the path to the canon may well be paved with the flagstones of fanfiction, graphic novels, or Young Adult (YA) dystopian fiction. The mediator's role is not to police the borders of 'real literature,' but to help the reader build connections, to see how a theme or a narrative technique in a popular work can provide a lens for understanding a more complex, canonical one.' The teacher designs a unit that begins with the analysis of a popular YA dystopian novel, like 'The Hunger Games,' and aims to connect it to the study of George Orwell's 'Nineteen Eighty-Four'.

Considering the goal of using non-canonical texts to scaffold the reading of canonical ones, analyze the following pedagogical strategies:

I. Begin by explicitly devaluing 'The Hunger Games' as 'childish' and 'simplistic,' telling the students it is just a 'warm-up' for the 'real literature' of Orwell.
II. Start with a guided analysis of 'The Hunger Games,' focusing on themes like government control, surveillance, and propaganda, and on narrative techniques like the use of a first-person narrator to create suspense and empathy.
III. After analyzing the YA novel, introduce 'Nineteen Eighty-Four' and prompt students to make comparative analyses: How does Orwell's concept of the Telescreen compare to the surveillance in 'The Hunger Games'? How do the protagonists, Katniss and Winston, resist their oppressive regimes in different ways? This would use the students' familiarity with the YA text as an analytical framework for the canonical one.

Which of these strategies are consistent with a sound pedagogical approach to fostering literary literacy by bridging canonical and non-canonical texts?