Jogando com o policial: uma proposta de ampliação do repertório do jovem leitor

Abstract

The main objective of this work was to annalyze a strategy to broaden young readers' repertoire, consisting in using Scotland Yard's board game and television series Sherlock as mediators in the process of appropriation of literary strategies used in classic detective fiction. It was conceived within Profletras-UFJF, as part of the project "Intertextualidade no polissistema literário: uma proposta de ampliação do repertório do jovem leitor" (Intertextuality in literary polysystem: a proposal to expand young readers' repertoire) developed by Professor Elza de Sá Nogueira. The theoretical basis is constituted by the concepts of literary literacy (Cosson and Paulino); repertoire (Iser); literary polysystem (Even-Zohar); adaptation (Hutcheon); community of readers (Chartier); game (Huizinga); and detective fiction (Todorov). It was applied to a 9th grade class in a federal public school on Juiz de Fora, using research-action method. After diagnostics - based on the analysis of questionnaires applied to the referred class - that most of the students only read books required by the school, therefore not inserting literature in their lives on a broader sense, we formulate the hypothesis that inserting students into a community of readers would be more effective through game and audiovisual narrative, and repertoire expansion would be performed as aesthetic enjoyment. Following that proposal, there was a shared reading of a novel and five short stories by Sir Arthur Conan Doyle (as recommended by Tereza Colomer), during which were used as strategies some mediatorial questions proposed by the teacher and the registry of those discussions by students on their reading journals. The appropriation of strategies learned was evaluated through collective elaboration of a board game similar to Scotland Yard, which counted on adaptation of stories read in the classroom. The results proved our hypothesis, after all it was noticed that students, beyond appropriating literary strategies and entering a community of readers, had greater aesthetic enjoyment when reading the proposed literary texts.