A ficção, o leitor e a realidade social: uma proposta de abordagem de A Odisseia de Penélope, de Margaret Atwood, para o nono ano do ensino fundamental

Abstract

This “pedagogical intervention” research, carried out within the scope of the Professional Master’s degree in Languages (Letras) at UFJF, has the general objective of developing an approach to the work A Odisseia de Penélope (The Penelopiad) that allows expanding both the literary “repertoire” and the “social” one of the students, of the ninth grade of Elementary School in a state public school in the city of Juiz de Fora, so that they become aware of the reader’s role in the literary game and, at the same time, experience different points of view about the reality, especially related to women's issue in society. However, it is worth noting that this intervention project assumed a propositional character, based on resolution n° 003/2021, of the Profletras Management Council, of March 31, 2021, as it started still in the context of the Covid-19 pandemic in April of 2021, in which face-to-face classes were suspended, which made a face-to-face approach infeasible as time became insufficient for the full implementation of the project. Therefore, what we present is an idealized methodology, based on the analysis of books and teaching materials, for the application of this proposed pedagogical intervention. It is based on the students' perception of a difficulty in understanding the literary text as such, and consequently the proposed fictional pact, which ends up distancing them from literature, sometimes even for religious reasons. A survey, in which 25 students participated, demonstrated that many of them cannot identify exactly what a work of fiction would be and what it accomplishes. Therefore, it is expected that these students recognize their role in the literary game and form the necessary pacts for reading fictional texts. To achieve this goal, we adopted Michel Thiollent's (1986) action-research methodology, which we share with the importance of combining theory and practice. The work is based on the following theoretical framework: literary literacy, according to Graça Paulino (2002), Paulino and Cosson (2009) and Cosson (2009); multiliteracies, according to Rojo (2012); literary repertoire, according to Even Zohar (2013) and Wolfgang Iser (1996); text repertoire according to Wolfgang Iser (1996); adaptation, based on Linda Hutcheon (2013) and Colomer (2007), literary reading, according to Hércules Tolêdo Correa (2016), Iser (1996) and Vincent Jouve (2002)