Construção de identidade de gênero em "Bisa Bia, Bisa Bel": uma leitura no contexto escolar social do aluno e da aluna

• Autor(a) principal: Barbosa, Amannda de Paula
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3672
• topic: Literatura juvenil; Gênero; Formação de leitor; LINGUISTICA, LETRAS E ARTES::LETRAS

On the path opened by Monteiro Lobato, Ana Maria Machado, in her book Bisa Bia, Bisa Bel (1981), builds female characters that, through a plot in which the being and the world are questioned, go through a process of identity (re)construction. In this sense, it is essential that books which problematize gender relations are discussed in the classroom, so that the adolescent’s formation becomes more critical and supportive. The school, for being a training institution, should consider this discussion, however this practice is not present. Thus, our research aims to develop a work which enables the subject a reflective reading on the gender issues in the work Bisa Bia, Bisa Bel (MACHADO, 1981), from the observation about the characters’ construction of identity. As a research problem, we present the following questioning: how to promote the discussion of gender in school through readings that emphasize the identity construction of the characters from the juvenile book Bisa Bia, Bisa Bel (1981) considering the reception and the social context in which the adolescent is inserted? To answer this question, we applied a reading sequence in an 8th grade class of a public Secondary School, observing, in the light of reception aesthetics and of literary literacy, how male and female students understand, discuss and extend their perception about gender representation. The methodological path of this work included: 1) the documentary research, comprising the survey questionnaire analysis; 2) the bibliographical research on literary theories, on literature teaching and on feminist perspective; 3) the action research in which we elaborated and applied a reading sequence, material that sets up the product of this research; 4) the ethnographic research, since the lessons were recorded and described in the light of this theory, in order to build the analysis chapter. The application of this research is based on the justification of considering relevant, for the construction of the teenager’s identity and of the literary reader's formation, the reflection on gender issue. The bibliographic basis of our study includes authors such as Arroyo (2011), Cademartori (1992), Coelho (1993), Colomer (2007), Lima (2002; 2011), Machado (1983), Silva (2009), Tinoco (2010), and Zilberman (2003), concerning literary theories about literature teaching and /or children's literature; about the approach to identity construction, gender and education, we studied Carson (1995), Louro, Felipe and Goellner (2013), Silva, (2014), Accioly, (2016), Scott, (2005). At the end of the research, we found out that to propose this discussion in this 8th grade class of Secondary School fostered a more critical perspective on discrimination, in addition to promoting tolerance and respect about gender identities, although we know that the deconstruction of the stereotypes about men and women is a task which must be a continuous in the teaching based on ethical and political commitment towards citizenship.