Literatura e homoerotismo: leitura e recepção no ensino fundamental II

Abstract

The present research is based on the idea that the teaching of literature can serve as a way for the study and reflection, in the classroom, on topics still considered taboo. In case of this research, it turns to the discussion about sexuality in school, more specifically about divergent sexualities. From various literary genres, the short story "Frederico Paciência" by Mário de Andrade; the poems “Balatetta”, by Mário Faustino; “Soneto já antigo”, by Álvares de Campos; “Rapto”, by Carlos Drummond de Andrade; “O amor é que é essencial”, by Fernando Pessoa; “A uma dama que macheava outras mulheres”, by Gregório de Matos; “A uma mulher amada”, by Safo, ando f a myth “O rapto de Ganimedes”, by Ovídio, we discussed about homoeroticism. Our research question was based on knowing how the reception of homoeroticism theme would be given by students of the 9th grade of elementary school in a state school in the city of Campina Grande. With this, we aim to: (1) approach the theme homoeroticism from a work based on literary literacy; (2) to insert into the pupils' daily routine, during our intervention, the reading of poems and short narratives about homoeroticism; (3) to present suggestions on how to work the theme " homoeroticism" from literary texts through the elaboration of a didactic sequence to be presented as the final product of this research; (4) promote awareness and respect for sexual diversity in the classroom from a work based on literary literacy; (5) to conduct a 'pedagogical show' on gender identity and sexual orientation in the school under investigation. Our corpus is constituted by the discussions in the classroom based on the reading of the literary texts already mentioned and the written and / or oral activities carried out during the meetings of our intervention. To base both the elaboration of our final product, the didactic sequence, as well as the theoretical discussion and the reflection about the intervention carried out, we support ourselves in Garcia (2000), Jesus (2008) and Severo (2013) to discuss sexuality and gender and ways of working on these issues in school; in Jauss (1979),Girotto and Souza (2010), Cosson (2014), Colomer (2007) and in Nóbrega (2012) to think about how the reception of literary texts by real readers takes place. In addition, to think about suitable methodologies for the training of readers of literature, besides to some authors already mentioned, we used the guidelines of parameterizing documents such as the National Curricular Parameters for Elementary Education (1998) and the National Education Guidelines and Bases Law (1996). The result of this research shows that if the literature classes are well planned from a methodology proper to the reading of the literary text that prizes for the active participation of the reader, it is possible to carry out significant work both for the teacher and for the students, and this work when linked to a theme promotes a tool of liberation and systematization. At the end of our experience, we could see that if before homoeroticism was seen from a view that reiterated the clichés of common sense, after contact with literary texts taken to the classroom and reading and reflection on this form of human experience transfigured artistically, our collaborators were able to reflect on homoeroticism / sexual diversity and, in a certain way, they have become respectful towards this subject and the subjects considered as "different" because they have a divergent sexuality of heteronormativity.