Mediação de leitura e escrita pelo viés do terror psicológico: uma proposta de ampliação de repertório literário a partir do universo de contos de Edgar Allan Poe

Abstract

This interventional work aims to contribute to the discussions on new approaches to the teaching of literature from the development of different reading strategies. Such strategies, for instance, thriller reading (MATHIAS, 2016), shared reading (COLOMER, 2007), writing and filling in worksheets of character creation and oral reports are inspired by RPG games (Roleplaying Games). The research was conducted in a public state school in the city of Juiz de Fora MG, in a 9th grade class. The school was characterized by lack of interest and motivation in relation to reading and writing literary texts in the classroom. The methodology is based on action research (ENGEL, 2000; THIOLLENT, 2011). It was developed from the creation, implementation and analysis of a proposal for intervention. Its main objective was to understand new systematic work methodologies of integration between reading and writing through narratives of psychological terror, by Edgar Allan Poe, which aims at expanding repertoire. The theoretical bases that support the research are literary literacy (PAULINO and COSSON, 2009), repertory and textual voids (ISER, 1996), mediation (PETIT, 2009) and fantastic literature (TODOROV, 2014). The results point to a greater involvement and interest in the reading of literary texts, in carrying out the proposed activities as well as an expansion in the literary repertoire of students. Besides, this intervention made possible a significant increase in the interaction and the conviviality in the classroom, creating a more favourable environment for learning.