Sociocultural mediation in literature teaching

a proposal for poetic transcoding

Abstract

This article examines a sociocultural mediation approach to literature teaching In rural public high schools In Brazil. The study addresses the need for pedagogical methodologies capable of recognizing and mobilizing the cultural repertoires of rural students as legitimate Interpretive resources. Drawing on Iuri Lotman’s semiosphere theory (1978; 1996), Stuart Hall’s encoding/decoding framework (2023), Rildo Cosson’s social-identity paradigm (2020), and Carlos Magno Gomes’s cultural reading model (2011), the research proposed and implemented a mediation methodology structured In three progressive stages: semiospheric field mapping, critical literary reading, and poetic meaning transcodification. The Intervention was carried out with three third-year high school classes at a state school In Água Branca, Alagoas, Brazil, using poems by Cora Coralina, Ferreira Gullar, Jorge de Lima, and Conceição Evaristo as the analytical corpus. Findings Indicate that sociocultural mediation effectively promoted hegemonic, negotiated, and oppositional reading positions, fostering students’ recognition of their cultural and identity heritages through transcodification. The study concludes that this approach represents an effective pedagogical framework for developing critical readers In rural educational settings, with promising potential for adaptation to quilombola and Indigenous school contexts.

Submission: Mar 29, 2026 ⊶ Accepted: Apr 24, 2026