Produção de subjetividade na experiência de leitura do romance Frankenstein de Mary Shelley

• Autor(a) principal: Cherém, Luíza Klein
• Data de Publicação: 2020
• 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/1/20236
• topic: Produção de subjetividade; Afecto; Experiência; Leitura literária; Production of subjectivity; Affection; Experience; Reading literary; LINGUISTICA, LETRAS E ARTES

In this work, it was presented a cartographic research, developed in the context of the public education system, at the Municipal School Jardim Ipitangas, in Saquarema, Rio de Janeiro, with the students of the class 601, during the 2019 academic year. The observed lack of interest of students for Literature and its learning in classroom resulted in concerns and reflections that motivated the development of the intervention project “Production of subjectivity in the reading experience of Mary Shelley's novel Frankenstein”. In this project, we sought to encourage the practice of literary reading as a production of subjectivity based on reading the novel Frankenstein, by Mary Shelley. This process also made it possible to understand the type of knowledge provided by Literature, which, if it is not measurable and not pragmatic, it contributes to develop in students the capacity for fabulation skills, affectation, humanization and awakening of critical sense. During the process, the following steps were developed: I) to identify the causes of the student's lack of interest in Literature; II) describe and try to reverse the automation process that affects most students; III) to promote an experimentation attitude towards the literary text and IV) to stimulate literary reading from a double path: subjectivity-text, text-subjectivity. Cartography was the methodology used to cover, throughout the school year, the processes of promoting our proximity with students; boost the exchange of experiences and the establishment of trust between us; the development of the literary reading project; its reverberation and culmination. Thus it was created the openness and autonomy in the students to carry out and participate in proposed activities and to appropriate what we learn. Regarding the theoretical framework, which supported the reflections and development of the intervention proposal, the contributions of Bondía (2002), Chklovski (1971), Deleuze (2004), Guattari (2007) and Rolnik (2002), among others, were fundamental, to put it into dialogue to materialize the perspective of the production of subjectivity. This led the investigated subjects to problematize the reality in which they lived inside and outside the school. The results produced and analyzed showed that the intervention research favored not only the promotion of effective and active readers, but also the awakening of their awareness about the importance of literary reading, as a possibility of transfiguration and reinvention of reality.