A construção de personagens em Vidas Secas de Graciliano Ramos e em uma adaptação em HQ: proposta de ampliação de repertório e letramento literário

Abstract

This work aims to present a proposal for a pedagogical intervention for an 8th grade class, with activities aimed at promoting literary literacy and expanding the repertoire through the study of the composition of the characters in a comic adaptation and in the original of Vidas Secas, by Graciliano Ramos. The pedagogical activities were inspired by the expanded sequence of literary literacy proposed by Cosson (2020) and are divided into eleven stages, which include motivation, introduction, moments of interlaid reading of the two works, moments of study of the composition of the characters and the assessment. These steps were based on the theoretical precepts of several authors, which deal with: the promotion of literary literacy, such as Cosson and Paulino (2009); protocoled, mediated, shared and individual reading procedures, defined by Cosson (2021), Moura and Martins (2012) and Colomer (2007); adaptation studies indicated by Hutcheon (2013); literary repertoire of Iser (1996) and Even-Zohar (2013); canonized works discussed by Paulino (2004) and Calvino (1993); narrative elements indicated by Abdalla Júnior ( 1995) and Massaud Moisés (2003), studies on the characters and space recommended by Candido (2014), Brait (2017), Abdalla Júnior ( 1995) and Filho (2008) and the reading of images with explanations by Ramos (2010), Linden (2011) and Biazetto (2008). The methodology employed was based on the assumptions of action research by Thiollent (1986) and Bortoni-Ricardo (2008), which deal with the role of the researcher teacher in the classroom. The construction of this project several positive achieved, such as the possibility of combining several theoretical assumptions with teaching practice, allowing the researcher teacher to think about her own teaching practice and build pedagogical activities that took into account the school reality of the students in a class of the 8th grade, for which he taught in 2022 and that in fact sought to promote effective literary literacy in the school environment, as well as provide students with the literary experience, necessary for all individuals in society, as pointed out by Candido ( 2011): the Literature should be everyone's right.