The marginal in the formation of the reader

Abstract

This article proposes to discuss the importance of Marginal Literature, which emerged from the 2000s, for the reading formation, aiming to establish the relationship between the production of these authors and the emergence of a movement that seeks its legitimation outside the canonical literary series. Therefore, thinking about the relationship between minority literatures and the practices and orientations that guide the formation of the reader is that this work seeks to problematize how the reading formation can, through works of Marginal Literature, promote an effective insertion of the so-called social groups Minority or marginalized in literacy practices and contribute to the linguistic development of the reader in training. The objective of this article is to evaluate how the Marginal Literature can contribute to a diversification and inclusion of peripheral cultural contents and themes in the practices of the reader's formation. It should be noted that not only the adoption of texts by authors linked to Marginal Literature (or other minority literatures) will solve any problem related to thematic diversity in the formation of the reader. However, if we want the present debate to initiate a reflection and possible re-signification of the practices and objectives that involve the formation of readers, from the adoption of varied literary manifestations, which are not even mentioned in the curricula.