A narrativa do holocausto: realidade e ficção no repertório literário dos alunos da EJA

Abstract

This research was carried out in a 9th grade class from the EJA of a school in the municipal network of Leopoldina, a city in the Zona da Mata region of Minas Gerais. Using the action research methodology, the first step is to provide students with an exercise in self-knowledge as readers and to make them aware of belonging to a community of readers: the one that constitutes a classroom. Faced with the perception of their precarious contact with the literary text, we elaborated an interventional proposal that allowed them to intensely experience the communicative power of fiction vis-a-vis reality and that fulfilled the objective of expanding its literary repertoire. The proposal then chose the shared and protocolized reading of texts with different degrees of fictional elaboration on the common theme of the holocaust, in order to provide the appropriation of the resources of metaphor, fantastic and metafiction respectively in the construction of the works. , the prologue of the orphanage of Miss. Pilgrimage for Particular Children, by RansonRiggs, and ArtSpiegelman's (auto) comic biography Maus. The theoretical assumptions underlying the research were Wolfgang Iser's repertory of the text; Even-Zohar's literary polysystem; the community of readers, Roger Chartier; of metaphor and metafiction, of Gustavo Bernardo and of fantastic, of Zvetan Todorov. As a result, we analyzed that the theme of the holocaust mobilized the students to read the selected works, having had a special identity with that of Anne Frank. In terms of repertory expansion, the use of metaphor as a way of understanding the unknown was well understood by the students, and was used in an exercise of creative authorship. The metafiction had a successful initial understanding, the deepening of which would require new research. The fantastic oscillation between the literal and the metaphorical was not understood by the students, who charged that the work in question was a literal expression of reality. We conclude that, since repertoire construction is somewhat continuous, it is the teacher's task to start from this new framework and to outline pertinent objectives that may guide the next intervention.