Inês & Nós: uma aplicação do Método Leratos na formação de professores leitores pela mediação do mito de Inês de Castro

Abstract

The research arises from a question: how to encourage the teacher of language and literature to become a reader who forms new readers through the mediation of the myth of Inês de Castro? The general objective was to investigate the impacts of the Inês & Nós application of the ReadActs Method of training readers in the construction of an Active Community of Teachers Readers of literature inspired by the historical-mythical figure of Inês de Castro, through a technological platform with ubiquity resources, multimedia and interculturality. The research was carried out through the application of a cycle of four online workshops, involving teachers in training in a class of the Licenciatura Interdisciplinar em Educação do Campo (LECAMPO/CDSA/UFCG). The workshops comprise the stages of (1) Dreaming, (2) Enjoyment, (3) Creation and (4) Donation present in the method. In the first workshop, the participants were encouraged to dream from the theme of female protagonism in a heroine journey that faces challenges regarding gender prejudice and barriers in the freedom to love, having as inspiration the works: Maria Roupas de Palha (RAMALHO, 2008); Canción sin miedo (QUINTANA, 2020); Murmúrios de Pedro e Inês (DUARTE; MELO, 2019). In the second workshop, the participants did several fruitive experiments on the literary text, among them the performative reading of the seed work Inês (MELLO; MASSARANI, 2015). In the third workshop, the reinvention of the seed work was carried out, resulting in written works, later transformed into performative multimodal texts called inesianas video-letters. In the fourth workshop, the stage of socio-cultural entrepreneurship was carried out through a campaign to win readers for the video letters published on the YouTube channel of the reading community Inês & Nós. works on the three reading stages, that is, on the digital platform, in the educational environment and in the social community, the participants achieved their goal as readers. Thus, the study indicates that the LerAtos method promoted the formation of ubiquitous, multimedia and intercultural reader communities of inesian literature, starting, initially, from the luso-brazilian interlocution through a gamified experience of performance reading and transcreation of the inesiano myth, supporting a perspective innovative teaching of literature, based on multiliteracy and creative-performative writing. The main theoretical and methodological references used in this research were: Inês & Nós: ler e dizer o amor de Pedro e Inês no século XXI em salas de aula de Portugal e do Brasil (ANDRADE, 2019), and LerAtos: Jogos Sérios de Leitura Performmática em Realidade Alternada para engajar Populações e Escolas em Desafios Sociais (BARROS; ANDRADE, 2017). The research was also based on the theory of adaptation (HUTCHEON, 2013), the theory of the crossing of cultures (PAVIS, 1990) and the theory of ubiquitous communication (SANTAELLA, 2014). Finally, this research also presents as a result the impacts of the Inês & Nós application of the LerAtos Method on the training of Teachers Readers who train readers by analyzing indicators of the influence of the method, observed by the participants during the experience.