Amanhecer esmeralda na forma??o de jovens leitores: a experi?ncia est?tica e a experi?ncia social

• Autor(a) principal: Moreth, Bruna Dantas Pinto
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/5777
• topic: Leitura liter?ria; Forma??o do leitor; Viv?ncias; Literary reading; Reader training; Experiences; Letras; Educa??o

The school is the propitious environment for the mediation of all systematized and scientific knowledge; but it also has the function of enabling the meeting of these understandings with the experiences previously acquired by the students. Thus, the classroom becomes the place where one can open to listen to these experiences, enabling students to debate the most varied subjects, especially those dealing with ethical and moral values, which are fundamental to the strength information of more questioning and participative individuals. Through the aesthetic and enunciative reception of literary works, we will propose that our students immerse themselves in the world full of fantasy and metaphors, bringing meanings that confront them as unique individuals, full of feelings and emotions. In addition, we will give importance to the dialogue built from reading and shared understanding, spreading respect and tolerance to others. This dissertation falls within the line of research Studies of Literature, of the Professional Master's Program in Letters (Profletras), developed with students from the 8th grade of the public school of Nova Igua?u. RJ. Our main objective is to develop methodologies that cooperate for the formation of the reader, giving these young people the opportunity to contact various texts and, perhaps, arouse in them a taste for literary reading; However, it is necessary the hard work of the teacher / mediator who must experiment with different pedagogical practices, plan them in a non-hermetic way in order to readjust them according to the course and the response of the class. We will not be concerned with a systematic teaching of the text, on the contrary, we will explore the subjectivity and real experiences of the reader, proposing activities that privilege the emotion and pleasure that emanates from the art of writing. Like Mich?le Petit, we believe that literature can trigger memories and feelings that can resignify the lives of those who take it. In addition, we will base our mediation on various scholars, such as Todorov (2009) by saying that literature is thought and knowledge of the psychic and social world in which we live; Bosi (2002) who says that the fiction of literary texts can enable the reader to enter into very scathing subjects to understand, question and modify the society that surrounds him and, thus, dialogue with Candido (2012), while To affirm that literature is a living system of works, acting on each other and on the readers, and only lives to the extent that they live it, deciphering it, accepting it, deforming it. Research from other leading theorists has also supported us, such as Cecilia Bajour, Teresa Colomer, Regina Zilberman, and others. We believe in the importance of listening to the mediator and his attention to the speech of the students; Thus, the meetings will be guided by the reading of various literary texts, without the concern of extolling any genre or its characteristics. The initial experience will be through the reading of the children's book Dawn Emerald (FERR?Z, 2014), from which the other mediations will be planned.