Literatura luso-afro-brasileira: o leitor-criança de objeto a sujeito na recepção

• Autor(a) principal: Macedo, Silvia Terezinha Rezende
• Data de Publicação: 2011
• 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/1/6416
• topic: Childish Literature; Reception; Effect; Horizon of Expectations; Implicit Reader; Literatura Infantil; Recepção; Efeito; Horizonte de Expectativas; Leitor Implícito; Literatura infanto-juvenil História e crítica; Literatura comparada; Leitores Reação crítica; Leitura; Imaginação nas crianças; Saramago, José, 1922-2010. A maior flor do mundo; Saramago, José, 1922-2010 Crítica e interpretação; Couto, Mia, 1955-. O gato e o escuro; Couto, Mia, 1955- Crítica e interpretação; Lispector, Clarice, 1920-1977. O mistério do coelho pensante; Lispector, Clarice, 1920-1977 Crítica e interpretação; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::OUTRAS LITERATURAS VERNACULAS

The corpus of this essay is mainly to study accurately the following literary compositions: A Maior Flor do Mundo by José Saramago, O Gato e o Escuro by Mia Couto and O Mistério do Coelho Pensante by Clarice Lispector for childish readers. The undertaken analyses has as a theoretical reference Estética da Recepção by Hans Robert Jauss and Teoria do Efeito Estético by Wolfgang Iser, tendencies wich take the reader as an active active element in the act of reading, letting him/her go deeply into the text and fill in the blanks left by the authors who make the reader formulate what was not said through his/her imagination. The language of the mentioned books works as the reader s instrument of perception and childhood symbol, so that they will be so amazing, fantastic and wonderful without having the function of controlling and moralizing , which made children not to express themselves with freedom in the past. When concepts as reception, effect horizon of expectations and implicit reader are worked, we try to explain how the reading involves children and its introduction in the cultural context of sense production. The analysed literary compositions contribute to make analytical and thoughtful readers object life experiences. The book illustrations do not appear as only verbal text complement, but also getting expression and esthetic meanings