2026-03-022026-03-022025-12-19Fonsêca, Jéssica de Lima. Jogada perfeita: “vida game” como estratégia de formação de leitores no 6o ano do ensino fundamental / Jéssica de Lima Fonsêca. – Dados eletrônicos (1 arquivo : 290 KB). – 2025. Sistema requerido: Adobe Acrobat Reader. Modo de acesso: Internet. Orientação: Profa. Dra. Adriana Nunes de Souza. Trabalho de Conclusão de Curso, apresentado como artigo científico, (Especialização, Pós-graduação em Linguagens e Práticas Sociais) – Instituto Federal de Alagoas, Campus Arapiraca, Arapiraca, 2025. 1. Formação do leitor. 2. Mediação literária. 3. Leitura literária. I. Título.https://repositorio.ifal.edu.br/handle/123456789/1420The place of listening in the classroom constitutes a fruitful object for investigation, the reorganization of planning, and meaningful pedagogical interventions, leading many teachers to draw closer to students and to the experiences of adolescence as they seek to expand their intellectual repertoires. With regard to listening mobilized through literary texts, this action begins with the choice of the work, seeking a balance between pleasure and aesthetic experience. The book Vida Game, by Adriana Calabró, is a diary narrated by the voice of an eleven-year-old boy, an age group that corresponds to elementary school students. The narrative metaphorically draws on the universe of games to build comparisons with the protagonist’s life experiences. This study aims to propose a reading activity based on the work Vida Game, establishing semantic connections with the experiences of elementary school students and promoting bonds and constructive experiences with the literary text in the classroom. The justification for this research lies in the need to strengthen the debate on the formation of the literary reader, as well as to present a proposal that can be replicated or adapted in other school contexts. Methodologically, this is a qualitative, theoretical-bibliographic study with a pedagogical focus. Based on Cosson’s (2009) basic sequence, activities will be proposed for the Interpretation stage through the production of a personal letter that articulates literary reading and subjective experience. This proposal is grounded in discussions of Cosson’s (2009) basic sequence, reflections on subjectivity by Michèle Petit (2009), and approaches to literary mediation and listening by Cecília Bajour (2012) and Chambers (2023). It is expected that the activity will deepen students’ relationship with literary texts through the sharing of experiences, fostering a meaningful path that supports the development of literary enjoyment.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilFormação do leitorMediação literáriaLeitura literáriaTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES