Contextualization

Literature is undoubtedly one of the most beautiful forms of human expression. Throughout history, man has used the written word to communicate, tell stories, express feelings and ideas. In this aspect, literary texts play a predominant role, marked by their language rich in figures of speech, complex plots, and profound characters. Examples of literary texts include poetry, short stories, chronicles, novels, novellas, and theater.

On the other hand, the need to convey real information, with precision and objectivity, favored the emergence of another category of texts: the non-literary ones. These stand out for their direct and clear language, focused on factual information and with little room for imagination and subjectivity. Examples of this type of text include opinion articles, news, reports, manuals, recipes, among others.

Therefore, the first major challenge of this project is to understand what distinguishes a literary text from a non-literary one. To do this, we seek the definition of these concepts in literary theory, semiotics, linguistics, among other disciplines.

The importance of knowing these two types of texts lies in the fact that, in our daily lives, we are constantly exposed to them. In school, we use non-literary texts to study the theory of different disciplines, but we also use literary texts to learn about culture, history, and values. In the media, we come across non-literary texts when reading the news, and literary texts when reading a novel or watching a movie. By understanding the differences between these two types of texts, we can improve our understanding of what we read and see around us.

In a world increasingly dominated by information, it is essential to learn to distinguish between literary and non-literary texts. Therefore, this project aims to provide students with the necessary tools to improve their comprehension and textual interpretation skills.

To delve deeper into the subject, we suggest the following resources:

1. SOARES, Magda. "Ler e escrever: compromisso de todas as disciplinas". São Paulo: Ática, 2010. This book, written by one of the leading reading specialists in Brazil, offers an overview of the different types of texts and their characteristics.

2. YouTube Channel, "Português em Foco". This channel offers video lessons on various topics of the Portuguese language, including the distinction between literary and non-literary texts.

3. "Brasil Escola" Website. This site is a reference in educational content, offering articles, activities, and exercises on various topics, including the distinction between literary and non-literary texts.

Practical Activity

Activity Title: "Text Hunters: A Journey Between the Literary and the Non-Literary"

Project Objective:

• Identify and distinguish literary texts from non-literary texts in everyday life;
• Develop research, critical analysis, and argumentation skills;
• Establish interdisciplinary connections with History, Art, and Media.

Detailed Project Description:

Students, divided into groups of 3 to 5, will become "Text Hunters" and embark on a journey of recognition, analysis, and discussion of literary and non-literary texts. The journey will be divided into four stages: Research, Analysis, Debate, and Documentation.

Required Materials:

• Books, magazines, newspapers, and internet access for researching literary and non-literary texts;
• Material for recording notes and observations (notebook, computer, tablet);
• Text editing software for the preparation of the final report;
• In addition to physical spaces or online platforms for debate (according to health conditions and school guidelines).

Detailed Step-by-Step for Activity Execution:

1. Research: Each group must collect a total of 10 texts - 5 literary and 5 non-literary - from different sources such as textbooks, novels, poetry, blogs, news sites, manuals, etc.

2. Analysis: After collecting the texts, the groups must analyze each of them, identifying literary or non-literary characteristics. They should record their observations, similarities, differences, and reasons why they classified the text as literary or non-literary.

3. Debate: Each group must choose 2 texts (one literary and one non-literary) to present in a debate with the other teams. The team must explain the choice, argue why they classified it as such, and defend their position against the questions raised by the other groups.

4. Documentation: Finally, each group must prepare a report, following the specified format - Introduction, Development, Conclusions, and Bibliography.

The report should address:

• Introduction: The project's context, the relevance of distinguishing between literary and non-literary texts, the project's objective, and the methodology used by the students.
• Development: Detailed explanation of the theory used in the analysis of the texts, description of the fieldwork conducted, presentation of the results, and discussion of the same.
• Conclusions: Recapitulation of the main points of the work, the learnings, and conclusions drawn from the project.
• Bibliography: Bibliographic references used, links to websites, videos, and other materials consulted.

The project should last approximately four weeks, with a workload of up to four hours per week per student, totaling about 12 hours of work.

Project Deliverables:

Groups must deliver the following final products:

1. Use of a field diary with the recording of observations and analysis of the collected texts;
2. Active participation in a debate;
3. Production of a written report reflecting the students' experience, findings, and reflections on the importance of distinguishing between literary and non-literary texts.

This project proposes an active exercise in linguistic reflection and text interpretation, stimulating research, critical analysis, argumentation, and writing. Students will be encouraged to investigate, debate, and document their findings, developing essential skills in critical thinking, teamwork, communication, and time management.