POTIGUAR UNUSUAL: WANDERINGS FROM THE MYTHICAL BACKLANDS TO LITERATURE CLASS IN A TEACHING INTERNSHIP EXPERIENCE

ABSTRACT: The operationalization of fantastic elements in fiction narratives is recurrent in children's and youth works, with the fantastic tale being a literary genre indicated in the BNCC. This article discusses the insertion of the fantastic tale as a teaching-learning object in the classroom both to boost literary literacy, considering local literary production, and to qualify the teaching practice of the Portuguese language. Based on this dialogical perspective, this paper addresses the fantastic tale as an aesthetic category and teaching-learning object for literary training, based on Calvino (2004), Paes (1985), Roas (2014) and Todorov (2008), and discusses the relevance in basic education of working with the author/work of the local reality of the school community. Then, it exemplifies with a didactic sequence for the seventh grade of Elementary School, elaborated during the supervised teaching internship. For this purpose, the initial training stage is understood as a place for didactic experimentation, articulating theoretical-critical reflection with technical instrumentalization with a view to strengthening the teacher's autonomy and pedagogical performance. The main results include: (i) the expectation of a positive reception and engagement of students in activities; (ii) the teaching possibility of exploring different aspects of the tale in dialogue with socially shared oral narratives; (iii) the importance of valuing local literature in the school space, understanding the proximity to the author and the text as vectors that can contribute to the ethical-aesthetic formation of readers and teaching practice in Portuguese.