Roteiros de leitura compartilhada em suspense na sala de aula: perspectivas para o letramento literário

Abstract

Having on principle that every auto-fictional process of literary creation is guided mainly by (re)elaboration, by the language, facts of the real life of the writer, it is not difficult to see that the oneself writing permeates fundamentally, the notion of the subject. The subject who writes about itself is restructured in this practice, which implies in what we will call a pendulous move: to write ↔ to read. Based on this principle, we realized that the literary text, in general and specifically the autobiographical, plays a role (re)structurer in the space of the elementary school classroom. Our research develops a school that is characterized in receiving students with a pronounced lag of age / year, and meaningful picture of exclusion from their origin school, because they don’t fit in the traditional educational system; accordingly, individuals with huge social and personal problems, ie not only socially segregated, but torn apart on their first constitution. Based on these findings and considering the wealth of literature and its (trans)forming power, we conceive the following questions: how the teacher can create an oral reading sharing spaces that will contribute to the initiation of young students in literary reading? How the reading in suspense of memoirs tales, which is present in the traditions of oral culture, can be redeemed in the classroom space aimed at the formation of literature reader, and restructuring of the subject-reader? Reading scripts in suspense, shared orally in classroom space, such as literary literacy strategy is an effective practice to form the subject-reader and consequently to the formation of the subject? This work intends to present our Master's research, in which we develop strategies for literary literacy through the scripting and application of such scripts in the classroom, three tales of the autobiographical memorialistic genre with students of the second stage of primary education. We also present Pedagogical Notebook, practical result of our research on the formation of the subject-reader, the text-reader interaction and the role played by literature professor in literary literacy process as a mediator of the construction processes of reading strategies and filling the text’s gaps. This notebook is also the result of our reflections on the relationship between literature and the classroom, in the so-called schooling process of literature, and issues that pervade the literature reader. To perform this dissertation, we have as main theoretical support the concept of autopoietic system of Humberto Maturana, systemic theories of society and literature of Niklas Luhmann and Siegfried Schmidt respectively, the theory of aesthetic effect of Wolfgang Iser, the views of literary literacy from Antonio Candido, Magda Soares, Teresa Colomer, Grace Pauline, Vincent Jouve, Rildo Cosson and conceptions about the formation of the literary reader of Paulo Freire, Michèle Petit, Todorov and Annie Rouxel.