O cordel na sala de aula: a representação do feminino nas faces do letramento

Abstract

This research aims to promote the literary reading of the cordel for the formation of the reader in the literacy perspective in a class of the 9th year, in Passa e Fica - RN. In face of difficulties of reading, especially literary, observed in the classroom, the interest was in proposing a sequence of activities with emphasis on the development of reading skills of students using the poetic text. Therefore, we use as object of study three booklets, namely: A princesa da pedra da boca, Elizabete Faustino, Nísia Floresta: uma carta em cordel, Anne Karolynne and Mulher também faz cordel, Salete Maria, and other complementary leaflets, such as: As hedeiras de Maria, Dalinha Catunda, Carolina Maria de Jesus, Jarid Arraes and Lugar de Mulher, Salete Maria, focusing on the feminine, from thematic to authorship, the sociocultural context of the student, as well as the possibility of awakening to the aesthetic, social and humanizing character of the literary text. Through the proposal of action research, we seek to promote activities capable of contributing to the expansion of knowledge and provide the sharing of reflections supported by the Reception Method proposed by Bordini and Aguiar (1988). Among the theoretical references used, we highlight the studies of Colomer (2007), Solé (2014), Coelho (2000), Todorov (2009), literature, literary reading and reader training; the studies of Soares (2009), Kleiman (1995), Street (2014), Cosson (2021) as regards the literature; the studies of Marinho and Pinheiro (2012), Haurélio (2013, 2016), Abreu (1999) and Galvão (2010), on the cordel literary text; the studies of Queiroz (2006), Duarte (2003) and Bourdieu (2012) on the feminine; the theoretical assumptions of Jauss (1994), Bordini and Aguiar (1988) and Zilberman (1989) on the receptive method. The analysis of the results obtained allowed us to identify that working with the proposed texts contributed to the students having an active experience in relation to literary reading; in addition to reading, they commented, shared opinions and took a critical stance towards the female universe. The work enabled the stimulation and development of their reading skills, providing the construction of student readers capable of establishing textual relationships in a perspective of literacy.