Bandeira de São João: memória cultural e formação leitora em uma escola do campo

Abstract

Considering that the reading of literary texts can reconfigure human activity, as well as allow the development of the subject's creativity and reasoning, creating a space in which the values and aesthetic system of a culture are constructed, negotiated and/or re-signified, this research turns to the discussion about the redefinition of cultural memory in the rural school through the work with a dramaturgical text. In this direction, it discusses not only the political-pedagogical context of the rural school, as well as the use of the dramaturgical text and its intermediatic constellation as reading motivators for the redefinition of the local cultural memory in the field of work school. This work, methodologically, is characterized as a qualitative research of bibliographic and documentary nature, available for the construction of a didactic-methodological proposal aimed at working with literary reading in the 5th year of Elementary School, with a view to ways that can propose the execution of a staged reading using the technique of the literary circuit. Thus, the proposed activities refer to the play Bandeira de São João (2012), by Ronaldo Correia de Brito and Assis Lima, with the aim of articulating the development of an inclusive teaching practice around popular cultures in the classroom, having in view, through the experience of sharing the text, that children value their place of origin and recognize their cultural heritage, from the simplest ways of living, feeling, working, to ways of playing, talking, celebrating, among others aspects. In this way, staged reading, practiced through the literary circuit, allows the reader to assume different roles, occupy the space of the other and, consequently, live the life of the other, feeling different emotions, problematizing and positioning yourself before the facts, allowing to bring the experienced reality for the discussion. Therefore, the piece is explored in its aesthetic, cultural, historical and social dimensions, as well as through its various relationships with other languages involved in the suggested strategies, being possible, based on it, to promote attitudes of respect for a knowledge of a culture that already exists, but it has been made invisible in school practices. It is noteworthy that the didactic-methodological proposal presented in this work as a result-product should work as an instrument of action for teachers, considering the inclusion of elements of popular culture in reading classes, since this relationship brings up aspects of the researched community and corroborates the feeling of belonging of its subjects.