Mendona Didactic

Bunzen and Mendona (2006, p.86) affirm that: fits to the reader to construct to its proper literary canon. Of this form the professor must value the school of the pupils thus they will feel itself valued more and will have more pleasure with literature, since the choices had left of proper them. Informer C mentioned in its commentaries that literature works: making fichamento of paradidticos books and theater on the literary texts. if would not have to work the literary reading only with the purpose to carry through tasks as literal production, summaries, fulfilling of reading fiches. Is necessary to diversify the activities directed to the reading, being stimulated the pupil to read if, necessarily, to be evaluated, leaving to feel itself it exempts in the choice of its proper texts. The option of if working with theater are an excellent choice for the diversification of the activities. Still according to Bunzen and Mendona (2006, p.85): Is necessary that the school extends plus its activities, aiming at to the reading of literature as playful activity of construction and reconstruction of direction. The third questioning was on the resources> didactic used in the literature lessons. All the professors had answered that they use didactic books, although it to know that literature must be worked by means of text, under it estresse of day-by-day, without time to read and to make its proper election of texts, the educator generally finds in the didactic materials the tool of accessible work, however its lessons does not have will restrict itself only to didactic books. As the proper Bunzen and Mendona affirm: The literary reading, as any practical other of reading, would not have to be restricted to the didactic book, therefore the pupils start to read only the fragmentos of texts presented in didactic manuals, without, many times, to know the workmanships original.