Cultura popular e literatura infantojuvenil em terra: Lampião e a baronesa: da crítica literária à experiência em sala de aula

Abstract

The research studies the presence of popular culture in the narrative Terra: Lampião and the Baronesa, by Heloísa Prieto, and presents analytical and methodological contributions to the approach of this work in Fundamental II (elementary school II), offering, in this course, a systematized reflection and proposal for the insertion Of children's literature in the school context. In the field of literary criticism developed in our study, we highlight the figure of Lampião, as a character re-counted by the people and fictionalized in the work selected in our corpus, bringing him closer to the social bandit category defined by Hobsbawm (2010). Another central point of our work, since it structures this work fundamentally, was the discussion of the figure of the narrator, from the theoretical perspective of Walter Benjamin (2002). Themes present in the narratives, such as Afro-Brazilian gender and religiosity, were also the object of our reflections. For this, we use Scott (1990), Santos (2009), Daros (2013) and Albuquerque Junior (1999) on gender relations in literature; And Mariosa e Reis (2011), Brito Lima e Silva (2013) and Vasques (2011) on Afro-Brazilian religiosity. After presenting a critical reading of the work, we present an intervention proposal for the work with Terra: Lampião and Baronesa, in a 9th grade class from Fundamental Education II, from the Pedro Américo Group, in the city of Cabedelo. Next, we reflect on the intervention carried out, discussing, above all, the articulation of the experience developed with the parameters of literary literacy discussed by Cosson (2009), Cosson and Paulino (2014); Lois (2010), Soares (2014); Zilberman (2009); And Cademartori, (2010). In addition, we have suggested some suggestions for the adjustment of the proposal, considering the procedures used and the reaction of students in the reading process. At the end of the research, we offer a teacher action plan to approach the work in perspective, offering teachers significant ways to read and teach children's literature in school.