Contos maravilhosos na escola : um caminho possível para o letramento literário

Abstract

This work, situated in the area of Literature Teaching, aims to reflect on how students of the 9th grade of Elementary School II understand the actuality of the themes of wonderful tales in their daily life. For this, it analyses two questions: 1) if the students relate the central theme of these narratives to the archetypes that pass through them, and 2) if not, after understanding this relation, if the way of relating to this type of narrative changes in the concept of the student as, for example, to stop conceiving them as restricted to the children’s universe. We choose to work with Little Red Riding Hood tale in order to elucidate three of the archetypes that permeate it: fear of the unknown, the danger and the transcendence (which sometimes appears in the idea of salvation). The choice of this story is justified by the fact that these three archetypes are very present at the stage of young people’s lives, between 14 or 15 years of age, which is a period of transition and profound changes. The work focuses on the reading of six versions of that tale: an infantilized one, two canonical (Perrault and Grimms), a film adaptation (Red Riding Hood), a comic one that dialogues with comics, and the last one with a regional character, whose story is in Minas Gerais, state of the students with whom we work. As we are guided in the methodology of action-research, we stablished three stages as strategies of actions: in the first one, with a motivational character, it is presented a sequence of activities in the classroom, with the objective of focusing on the archetypal elements of the story and establishing a parallel of these with the reality experienced by the students; secondly, we present strategies of reading mediation for each selected version, with the aim of systematizing the structure of this type of narrative and allowing students to understand the notion of versions of the same narrative. In the third, we present strategies for shared writing, guiding students to the production of a current version of Little Red Riding Hood, aiming to find out not only if the way of dealing with this type of tale was changed, but also if (and how) they were able, after going through the intervention process to appropriate the newly acquired repertoire and to relate it to its own reality. To that end, we relied on the following theories: Literacy (SOARES), particularly Literary Literacy (PAULINO and COSSON); of the Aesthetic Effect (ISER), and of the systemic conception of literature, particularly the literary polysystem (ZOHAR). We also relied on studies of this kind of narrative (COELHO; PROPP) and on the concept of mediation (PETIT).