Mediação literária e experiência estética em sala de aula: transitando no universo de contos de Machado de Assis

Abstract

We realize, in our day-to-day practice, that our students have few strategies to deal with the multiple space of the literary text. Although they read literature outside the classroom, especially in the universe of bestsellers and children's and teenager’s literature, they show little literary reading experience with more complex texts. We also noticed that their great interest is in digital technologies, mainly the use of cell phones, internet, games, social networks (Facebook, WhatsApp). Faced with this picture, we then asked ourselves the following question: how to intervene in this context in order to change it, that is, in order to get students to leave the level of literary competence in which they were in and to progress, procedurally , to other levels? To that end, we had as a research objective to verify in which sense the strategy of reading in suspense (MATHIAS, 2016) combined with the concept of shared reading (COLOMER, 2007) and the practice of the reading circle (COSSON, 2014b) allow the change in the scenario found in the class for which this research is proposed. In this perspective, this master's research, of an interventional character, had the objective of experimenting mediation strategies in the literary literacy of elementary school students of a municipal public school, helping in the expansion of their repertoire of literary reading in order to allow them to experience the Literary with focus, above all, on an experience with the aesthetic 1. For this, we conceived an experiment that involved: 1) the reading of three short stories by Machado de Assis, in order to insert the students in the universe of an author belonging to the canonical system of literature and 2) the students' production of this reading from a more intimate dialogue with literary space, in our case, the production of what we call a contotrailer of one of the short stories.