Representações do gênero feminino na ficção e seu impacto no repertório cultural de alunos do Ensino Fundamental II

Abstract

This work presents a proposal for a pedagogical intervention, developed within the scope of the Mestrado Profissional em Letras at UFJF, directed to a class of ninth grade of elementary school in a public school in the state of Minas Gerais, in the city of Juiz de Fora, in which observed, through records in the public school toilet, misogynistic and derogatory speeches aimed at students. This question fostered the main objective of this paper: making students aware of their cultural and literary directory in relation to the fictional representation of women and providing an expansion of this directory through the exercise of creative authorship aimed at the construction of female characters, intermediated by contact with literary works and films that bring new models concerning the query. It’s expected that, with this, we’ll inspire a reflection in the students that will lead to the breaking of stereotypes regarding, mainly, women, as well as to a deeper perception of human complexity. The construction of characters and narratives is based in RPG (Role Playing Game) fundamentals, allied to Campbell's character archetypes (1949), as well as the concepts of flat and spherical character, according to Forster (1969), and the idea of how a character is and how he or she seems to be, by Todorov (2013). The research is based still in the concept of literary literacy (COSSON, 2016, 2018; PAULINO AND COSSON, 2009); the text's repertoire (ISER, 1996); the conception of the community of readers (CHARTIER, 1994); the literary system (EVEN-ZOHAR, 1990); gender, androcentrism, patriarchy, Chauvinism and Feminism (BUTLER, 2010; FEDERICI, 2017; GARCIA, 2015); and Idealized Cognitive Models (LAKOFF, 1987). In order to link theory and practice, we adopted the methodological orientation of action research for this interventionist process, according to Thiollent (1986). Furthermore, we applied a pilot research remotely in a voluntary group of 22 students to test the character sheet format, through which the possibility of mapping the idealized models of the students in their speeches was proven.