IT TALKS ABOUT US, YOU KNOW?”: reading scenes of the short story “Rolézim”, by Geovani Martins, with young people in social vulnerability:

• Autor(a) principal: Oliveira, Marcia Lisbôa Costa de
• Data de Publicação: 2022
• Outros Autores: Lima, Karina Rivelli Gonçalves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/14505
• topic: Democratização da leitura; Literatura; justiça Social.; Democratization of Reading; Literature; Social Justice

The article presents an excerpt from a socially critical action-research that implemented Portuguese language workshops with young people in vulnerability, who take part in social inclusion projects implemented by the Court of Justice of the State of Rio de Janeiro and in the extension project Letrajovem. It focuses the reading of the short story “Rolézim”, by Geovani Martins, which was chosen due to the proximity of the linguistic variant employed and the fictional situations with those experienced by the participants. The approach was based on Freire’s epistemology and on Critical Literacy, understanding education as a political act, literature as a human right and literary reading as a unique and multidimensional aesthetic experience. Thematic Content Analysis was applied to the data generated in the field notebook and in the recording, recurring categories were identified and organized into four thematic axes: knowledge about the world; language and power; recognition of experienced inequalities; illusion of the real and identification. In the circles, the reading of the world, the cultural references and knowledge of the group are activated. The results indicate that the characteristics of the short story and the mediation strategy favored the engagement of young people in the meaning making process, in which they used prior knowledge, experienced catharses and elaborated critical reflections. The experience corroborated the hypothesis that approaching the experiences of the participants would stimulate interaction with the text and reaffirmed the relevance of adopting critical and collaborative perspectives in the democratization of literary reading with people in social vulnerability.