Amores diversos em sala de aula: leitura e recepção de contos por alunos do ensino médio

Abstract

The school is an important formative space in the development of students' reading skills, which is why this dissertation consists of a participatory research-intervention and brings some results achieved from collective problematizations in the educational practices that we promote with literacy actions literary through the theme "Amores Divers" with students in the second year of high school at a state school in the city of Remígio - PB. The actions taken were anchored in the Aesthetics of Reception and the Theory of Aesthetic Effect, based on the view of Iser (1996), who argues that communication, artistic language and aesthetic work with the word need a reader to validate a work , a validation that only occurs from the fusion between horizons of expectations of the literary work and the reader, through the act of reading. The reading procedures were based on the texts: “The Birth of Love”, from Plato's The Banquet; “Love”, by Rachel de Queiroz; “Dove in love or a love story”, by Lygia Fagundes Telles; “The man who returned to the cold”, by Cíntia Moscovich; “The First Kiss”, by Clarice Lispector; “Primeiras times”, by Natalia Polesso; “Herbarium”, by Lygia Fagundes Telles; “...Perfect crime leaves no suspect.”, by Antonio de Pádua Dias da Silva; “Pearls Absolute”, by Heloisa Seixas; and “Triunfo dos pelo” by Arethusa Von. To support both the theoretical discussions and the reflections on the intervention carried out as well as the development of our didactic product, materialized in the form of a didactic sequence (SD) with procedures for the formation of literature readers, we rely on Jauss ( 1994), Furlani (2016), Louro (2007) and Cosson (2018). Furthermore, in order to use the appropriate methodological procedures in the training of literary readers in the teaching of literature, in addition to the aforementioned authors, we resorted to the guidelines of parameterized documents such as the National Curriculum Parameters (1997), the Curriculum Guidelines for High School (2006) and the Common National Curriculum Base (2018). From the experience implemented and based on the readings carried out in the classroom of the stories that addressed the various ways that affective-sexual-loving relationships can be configured, two short films were produced by the students and a documentary by the researcher, who together with SD, they will serve as pedagogical support for professionals who work in the teaching of literature, who are concerned with the formation of literary readers and wish to include the theme “Diverse Loves” in their classes. It is possible, then, to conclude that this work becomes another path that can be followed in the formation of literary readers within the school space.