Os efeitos da leitura de Fazendo Ana Paz, de Lygia Bojunga, em seus leitores: recepção e oralidade

• Autor(a) principal: Barreto, Luisa Gonçalves
• 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/1/16909
• topic: Reading; Aesthetics of reception; Spoken prose; Stylistic; Fazendo Ana Paz; Leitura; Estética da recepção; Prosa falada; Estilística; Nunes, Lygia Bojunga, 1932- – Crítica e interpretação; Nunes, Lygia Bojunga, 1932-. Fazendo Ana Paz; Oralidade na literatura; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Reading fundamentally contributes to individual development. Considering student's reading experiences, the way this practice is carried out is constantly liable to mutations. Using as a corpus Lygia Bojunga's book, Fazendo Ana Paz, it was intended to comprehend, under the Aesthetics of Reception bias, how students from two classes in the 9th grade of Elementary School form different meanings about the same text. The present work, whose adopted methodology was the qualitative-quantitative, was based, among others, in the reading studies of Pennac, Vargas, and Cademartori, as well as in the Aesthetics of Reception studies of Iser, Jauss, and Zilberman, to reflect on the results obtained through field research, carried out at a private school in the city of Campos dos Goytacazes, in the interior of Rio de Janeiro. This Master's Dissertation also discoursed, mainly based on the Nilce Sant'anna Martins texts, about aspects related to orality, a very striking element in the spoken prose of Lygia Bojunga, and which, together with other stylistic marks used with distinction by the author, make of her a canon of literature. Finally, it is pointed out the need to explore literary books whose parlance is close to the colloquial spoken language, validating it as a literary language. It is emphasized that should not be ignored the particularities of each student, referring both to the experiences of the world and those of reading, so that teachers do not limit their classes to pre-established interpretations by themselves.