Entre textos literários e outras linguagens: diálogos para a formação de leitores em uma escola técnica

Abstract

Despite advances in teaching of literature, noticeable through the results of numerous researches carried out by scholars in field, as well as official parameterizing documents, among which the PCN and the OCEM, it remains a great challenge to train readers of literary texts in school space. In general, sacrifice the constant con-tact with text itself, the aesthetic fruition, the dialogical relationship between reader-text, the reading experience of students outside school so necessary for the process of forming readers. It is always claimed that young people, especially from technical schools, are averse to literary texts and, therefore, would not be available to welcome them, even from alternative methodologies to those commonly proposed by text-books and followed by teachers, mainly in high school. Thus, the present study aimed analyze as a methodological proposal which merges the reception method, the interaction between literature and other languages (music, dance, cinema, pho-tography), and the proposal of literary literacy through sequence and semi-structured reading circles in Cosson perspective (2016; 2017) can consubstantiate a more effective didactic-pedagogical alternative in formation of active and autonomous readers of literature in daily life of a technical school. Our proposal intended, through literary experiences with theme Love, chosen by our collaborators, enable an autonomous and critical reading of students in relation to the literary texts, as well as those belonging to other languages mentioned above, providing them an expansion of the horizon of expectation and, consequently, reading maturity. As specific objectives, we list: a) Verify the place destined to literature based on what is proclaimed in governing documents of IFPB, among which the Didactic Regiment of integrated technical courses; b) Diagnose, through a questionnaire, the experiences and/or preferences of students regarding reading of literary texts, as well as texts in other languages (music, cinema, among others); c) Develop and apply a didactic sequence, whose theme will be Love, based on the Aesthetics of Reception, which includes the literary reading of texts in interaction with other languages, and with the principles of literary literacy from Cosson perspective (2016; 2017). This work was developed at the Federal Institute of Paraiba (IFPB), in city of Esperança–PB, with 42 adolescents from 13 to 16 years of first series of technical education integrated to the high school of the Computer Science Course, between September and December of 2019. For that, as a theoretical contribution, Cosson's literary literacy proposals (2016; 2017) were used in line with the reception method of Aguiar and Bordini(1988), based on the Aesthetics of Reception, by Iser and Jauss (1979). We also consider the official national documents of education, as well as those internal to IFPB, in addition to studies by researchers in area, such as Guimarães (2014), Rezende (2013), Rouxel (2013; 2014), Pinheiro (2014; 2018), Silva (2016), Medeiros (2017), Oliveira (2014). Methodologically, it was characterized as a qualitative research, of action-research type. Data analysis was performed in a descriptive-reflective way, based on data collected through the literary experience survey ques-tionnaire, the participant observation, images in photos and videos, and diaries of reading and research. As a final product, we developed a pedagogical sequence to be available on digital media. We hope, with this theoretical-methodological work, make possible a signaling of potential alternatives for the teaching of literature and literary reading in the school context, especially, in technical schools, in order to achieve a literary education that enables a (trans) formation of autonomous readers and, consequently, a process of social transformation.