O diabo de Machado de Assis em sala de aula: formação de leitores, escrita criativa e mediação no ensino médio

Abstract

Literature teaching has, with rare exceptions, collaborated little in the formation of effective readers of literary texts, leading us to question what methodologies are being used in the classroom and how they've led the school to keep helping to the resolution of this problem. In this way, we are guided to the following questions: if the school has not contributed to form effective readers of literature and creative writers, as, from the teaching practice itself, actions can be carried out that helps to the formation of competent literary readers and writers and creative In other words, is it possible, from the teaching exercise, to create a methodology of operation that is suitable for reading literary and creative writing and, consequently, contributes to the formation of writers and readers of literature? How to operationalize such a methodology in the classroom and what knowledge and skills the teacher needs to mobilize so that such methodology can have positive effects on the training of writers and readers in basic education are some of the targets of this research questioning, which also questions what kind of reading of literary texts, promoted in a school environment, is capable of generating identification and pleasure enough to, in addition to constructing transformative experiences, to be able to ground the literary sensibility and broaden the emotional and intellectual horizons of the participating individuals. Based on the conception of mediation proposed by Petit (2009, 2013) and Cosson (2014), based on Colomer (2007), Ferrarezi and Carvalho (2015, 2017), Syd Field (2001) and Robert Mckee (2006), this research proposes to highlight a proposal of teaching practice that values and makes feasible the execution of literary reading mediation projects, through a conception of literary teaching, allied to creative writing, that is capable of generating identification and pleasure through reading and writing. In pursuit of this objective, from the reading of short stories by Machado de Assis that thematized the figure of the devil, we propose in practice a set of literary reading procedures with students, from 16 to 19 years , from a school of the Integral and Regular High School in the Cariri region in Brazil. At the end of the experiment, we systematized this set of reading procedures in the form of a didactic sequence so it can serve as a model for the realization of other experiences that involve the reading of literary texts in the classroom.