A leitura literária e os estereótipos: uma aplicação pedagógica da obra “O cortiço” para a formação de leitores autônomos e críticos no Ensino Médio

• Autor(a) principal: VIANA, Marília Cristine Valente
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/5325
• topic: leitura literária;; formação de leitores;; ensino médio;; literary reading;; reader training;; high school.; Tópicos Específicos de Educação

This dissertation examines the stereotypes present in the work O cortiço, by Aluísio Azevedo. These representations are fundamental for the construction of meaning when reading literary texts, considering the relationship with the social or historical learning of certain groups. According to Ruth Amossy and Anne Pierrot (2022), and based on Jauss’s Theory of Reception Aesthetics (1994), the activation of these elements by students can encourage the formation of critical and autonomous readers in high school. For Amossy and Pierrot, stereotypes are vital for this type of reading, since the meaning of a text depends, among other aspects, on a discursive representation aligned with stereotypical schemes, that is, cultural images recognizable by the reader. It is believed that the literary text can induce awarenessin the reader, leading them to reinterpret the reality experienced through the meanings of the work, even if this reality is not explicitly observed. In this context, the contribution of Reception Aesthetics is to rescue the historical dimension of the work, contextualizing it with the individual’s worldview, as it links literature to practical life, offering a pedagogical alternative for working with literary texts in the classroom. . This aims to train the student-reader and exceed their expectations, making them an active agent in the educational process. The choice of the novel O cortiço allows us to rethink social issues, especially the social subjects shaped by the reality described in the text, which continue to manifest themselves in contemporary society in similar contexts, facilitating the identification of these elements. The theoretical basis includes studies by Candido (2000), Jauss (1994), Cosson (2010), Zilberman (2004/2009), R. Cosson (2014), T. Colomer (2007), Amossy and Pierrot (2022) and Jouve (2012). The investigative activities were conducted in a public school in São Luís-MA, with Portuguese language students and teachers from the 1st year of high school, adopting a qualitative approach based on an instrumental and applied case study. The study highlights the importance of aligning literature with national curricular demands, as established by the National Common Curricular Base (BNCC), to improve literature teaching in high school and contribute to the training of proficient readers in the varied linguistic expressions present in society. contemporary.