A escrita criativa no processo de formação do leitor

• Autor(a) principal: Lima, Luciana Rodrigues
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000008tn9
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11459
• topic: Formação de leitores; Letramento literário; Escrita criativa; Autoria; Training of readers; Literary literacy; Creative writing; Authorship; LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA

For both historical and ideological reasons, Brazil was not able to build a nation constitute of critical, autonomous readers. Therefore, because of a series of lacks caused by social-economical inequalities as well as in order to democratize the access to classical knowledge historically accumulated by humanity, the school became responsible for teaching and develop in individuals the habit and the taste for literary reading. However, this is scenario which has not been successful at its task, especial lyre grading how it develops the pedagogy and didactics of literature by turning it into a sort of school knowledge, that is, the methodologies which the school employs whence aching literature, especially during the last years of basic education, has not enabled the effectiveness of literary literacy and despite teaching how to read and write, little do they commit to guarantee that students meet the literary work, often promoting an education which drives away the possibility of esthetic fruition and experience. Furthermore, studies on the process of training read erwithin formal education are direct end majorly to the phases en compassing early education and elementary school. In this perspective, we observe that the process of training readers is in terrupted in the last years of basic education considering that teaching literature at such phase is a process which occurs especially through the study of characteristics belonging to literary periods regarding authors and works presented, often in the form of lists containing canons. In addition, most of times in high school literature occurs through anthologies and fragments of works present in didactic material distributed throughout the country, evincing that even public policies destined to the training of readers end up corroborating such means which prevail in education and little contribute to make students develop both the habit and the taste for literary reading. Therefore, we seek to understand the teaching of literature in order to support an effective literary literacy in the light of Reception Theory, centering there ad eras the object of study, proposing a new way to think the history o literature for education and placing there ad eras co-producer of the literary work. Furthermore, when referring to there aching of literature, mainly for high school and differently from other languages, this is restricted to reading. Thus, we propose to understand this process al soon the bias of creative writing, which, in turn, may facilitate the process of building author ship started byre adding and able to be materialize in the form of writing. In this context, we consider the political dimension of writing leading to the idea that teaching literature by practice can make the student, as the one who writes and therefore reads, remains in the universe of reading even after the period of school education and still develops the capacity to complete certain event soft the world from an axiological position, which we call authorship. On this bias, the theory guiding this study passes through the perspectives of Regina Zilberman (2012), ElianeYunes (1995), Maria LuizaBretas (2014), TerezaColomer (2007), Althusser (1970), Bourdieu (1992), Magda Soares (2014), Brian Street (2014), Jauss (1994), Iser (1999), Umberto Eco (1988), Jacques Ranciere (1995), Mikhail Bakhtin (2010), Roland Barthes (1984),and Michel Foucault (2002).