O conto na sala de aula: um espaço para a experiência literária

• Autor(a) principal: Pedroso, Jacqueline Damásio
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18796
• topic: Leitura literária; produção de subjetividade; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This research-intervention had as proposal the reading of a set of stories with students of the 8th year of elementary school, from Colégio Estadual Dôrval Ferreira da Cunha. As a general guideline, a “reverse” methodology was based on cartography (PASSOS; BARROS, 2015; PASSOS; KASTRUP; ESCÓSSIA, 2015b; KASTRUP, 2015; POZZANA; KASTRUP, 2015), in which the research results are not pre-established, but followed during processes of production of subjectivity. As for the discussion on literature, literary reading and reader, the work was developed based on the key concepts of “welcoming reading” (CABRAL; KASTRUP, 2009) and “knowledge of experience” (LARROSA, 2002), and the contributions of authors Vincent Jouve (2002; 2013), Gérard Langlade (2013), Neide Rezende (2013). Finally, in order to understand contemporary, digital and technological society, affected by the excess of information and hyperconnectivity, the research was based on the reflections of the author Paula Sibilia (2012) presented in the book Redes ou paredes, the school in times of dispersion. In this way, we hope to have contributed to the students (co)participating in this research to come to practice literary reading, offering themselves an opening to the experience of becoming and meeting with otherness.