Literatura clássica dentro e fora da escola: um diálogo entre leituras de mashups literárias

• Autor(a) principal: Nascimento, Claudia Regina do
• Data de Publicação: 2016
• 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/1/9979
• topic: Teaching of literature; Language; Literary mashup; Ensino de Literatura; Linguagem; Mashup Literária; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LITERATURAS CLASSICAS

The consensus is that reading is an important element in the teaching process. This can be inferred both on the attention that some public education policies dispense the subject, as the ideas of thinkers in education considered references in the study on the pedagogical of reading incentive practices. Given this situation, this dissertation presents a survey conducted in the Master's Program in Education: Formative Processes and Social Inequalities, whose motivation for the development was to investigate how the literary mashups were produced narratives constructed from literary classics, taken with the source text , because they are works which were part of the free reading of students, brought, by them, into the classroom, causing curiosity and encouraging the reading of others. In this sense, the research orientation flows around some questions: Can be productive enjoy, in literature classes, the reading students do outside of school? How is the dialogue between the language of the classical and the mashup? What is the relevance of literary mashups as reading practice at school? The research has the locus a state school in the city of Cachoeiras de Macacu in Rio de Janeiro. The school currently offers the second segment of the Elementary School and Middle Regular Education in the morning, afternoon andnight shifts.The advancement of this research took place with the participation of students of the 3rd year of regular high school, the night shift. Having as the main theoretical interlocutors: Bakhtin, Fairclough, Freire, Reimers and Serres, and, from a participatory nature of research methodology, the proposal seeks the production of a debate on the importance of apedagogical of reading incentive practice, that considers the voices and knowledge of young people, affected by the social practices of their time.