Letramento literário e ampliação de repertório: a ambiguidade na construção das personagens machadianas em textos originais e adaptações

Abstract

The present work deals with a pedagogical intervention that was applied in a class of the 7th grade of elementary school II at the State School Doutor Norberto Custódio Ferreira in Cataguases, Minas Gerais, and which is anchored in the macro project ―Pedagogical interventions in the teaching of literature: inter- relationships between literary adaptations‖, developed by Teacher Dr. Marco Aurélio de Sousa Mendes. This project sought to promote literary literacy and the expansion of repertoire by identifying the ambiguous process of building Machado's characters in original and adapted works. Thus, the study was based, among other researchers and theorists, on Thiollent (1985) and Engel (2000), with regard to action research as a form of intervention in the school reality based on cooperative research practices among teachers and student in the classroom; in Paulino and Cosson (2009), understanding literary literacy as a process in the life of every human being, which does not begin or end at school, but which has a relevant space for its development; in Iser (1996), with regard to the expansion of the literary repertoire as a result of the interaction between text and reader, which self-regulates itself through a feedback relationship during the act of reading; in Hutcheon (2013), with regard to adaptation as a new work, a creative and interpretive act of appropriation and recovery; in McCloud (2005; 2008) and in Linden (2011), dealing with text and image relations for the construction of meaning; in Solé (1998) and Dell'Isola (2001), in relation to the mediation of literary reading and the use of strategies for this; and, finally, in Cordeiro (2004), regarding the ambiguity in the construction of Machado's characters. Thus, this approach was justified considering that the pedagogical practices in the teaching of Literature must provide the training of a reader-user, capable not only of understanding the works, but, above all, of enjoying them, developing competence for the choice and for the sharing of these with other readers, as highlighted by the Common National Curricular Base (2017). Thus, it was observed that the pedagogical strategy of breaks previously established in reading, as well as the guiding questions for analyzing what was read, contributed to the students' significant learning in relation to the ambiguous process of character construction in the chosen works. Furthermore, when opting, initially, for literary adaptations in comics and television and, later, for the profiles of characters and stories, a notorious engagement of students was contemplated in the entire process of reading and analysis, as well as learning about ambiguity in the construction of Machado's characters. In view of this, it was understood that systematic work based on the construction of literary knowledge is of undeniable relevance for the current classroom of basic education.