Narrativas fantásticas e letramento literário: a formação do jovem leitor

Abstract

This work is in the area of Literature Teaching and was carried out in a seventh grade class of a state public school in a city in the interior of Minas Gerais. Our initial perception was that the class presented difficulties in interacting with horror stories from the fantastic universe. With the formal diagnosis made, we were able not only to confirm this perception but also to score some more precise questions to be worked with the students. One of these questions was a tendency on their part to break with the pacts of reading established in moments of hesitation and uncertainty, characteristic of narratives of the fantastic genre. Another was the tendency to resort to their repertoire of marvelous genre narratives to interact as fantastic narratives. And also a certain resistance in dealing with the hesitation characteristic of the fantastic. Based on these findings, we formulated the following research question: would it be possible to carry out an intervention activity in the observed class, based on a literary narrative of the fantastic genre, which would allow dealing with the diagnosed aspects, in order to promote the expansion of the students' literary repertoire in this sense? With this question, we proposed the challenge of conceiving a strategy of reading a narrative of fantastic character that would enable this expansion. To do so, we relied on the following concepts: Formation of the reader (COLOMER); Literary Letters (PAULINO and COSSON); Fantastic Narrative (TODOROV). The research, of an interventional character and based on some principles of action research (THIOLLENT; BORTONI-RICARDO; TRIPP), could not be applied due to the Covid-19 pandemic, which affected all countries in 2020, leading to the suspension of the classes in person and implementation of Remote Emergency Teaching throughout the school year. In this sense, all the practice developed started to present a propositive character, so that the work of empirical analysis of the application of the intervention could not be carried out.