Conto de escola: uma metáfora da sociedade
Carregando...
Data
2009-09-02
Autores
Gimenes, Alessandra Maria Moreira [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta Dissertação de mestrado desenvolvida no Departamento de Educação da Universidade Estadual Paulista no Campus de Rio Claro, relaciona História, Literatura e Educação, propondo uma leitura da obra Conto de escola de Machado de Assis, considerado o pai da prosa e da literatura brasileira, com o objetivo geral de estabelecer um diálogo entre o conto e as práticas escolares do Brasil atual. A relação estabelecida está embasada nas teorias propostas pela escola dos Analles. A leitura propõe desvelar na trama dos fios literários da narrativa, as inquietações de uma época e as aspirações de uma sociedade - a brasileira do século XIX - entretecidas pelo discurso do saber. Ambientado em 1840, publicado na coletânea Várias Histórias em 1896, Conto de escola narra o cotidiano de uma sala de aula de primeiras letras do século XIX brasileiro, de onde Pilar, narrador I personagem, vive o dilema de decidir-se pelas paredes fechadas da enfadonha escola ou pela liberdade dos morros e pelos divertimentos próprios da sua idade. Juntam-se a nos na análise, um grupo de professoras atuantes nas séries iniciais do Ensino Fundamental com as quais lemos o conto. Portadoras da experiência de sua prática fazem a ponte entre o conto e as práticas da escola atual. Desta forma o método da leitura norteia a pesquisa, embasando essa prática Jorge Larrosa e para o conceito de experiência, Walter Benjamin: intercambiar experiências pela narrativa. Para a análise das falas das professoras o referencial vem de Zilberman e seus conceitos sobre o texto. Os resultados apontam para permanências e alterações nas práticas escolares.
This research, developed to obtain the Master Degree in the Education Department of Universidade Estadual Paulista, in Rio Claro (SP/ Brazil), relates History, Literature and Education, proposing the reading of the book Conto de escola by Machado de Assis, which is considered the father of Brazilian literature and prose, with the general objective of establishing a dialogue between the tale and the current school practices in Brazil. This relationship is based on the theories proposed by Analles' school. The reading suggests unveiling in the weft of the literary threads of narrative, the concerns of a time and the society aspirations - the Brazilian society in the nineteenth century - interwoven by the knowledge's speech. Conto de escola, environmented in 1840 and published at the collection Varias Histórias on 1896, tells about the daily life of a first letters' classroom in the Brazilian nineteenth century, where Pilar, narrator/character, lives the dilemma of deciding between the closed walls of the boring school or the hills' freedom and his own age entertainment. A group of teachers, engaged in the elementary school initial grades, with whom we read the story, join us in the analysis. Carriers of their own experience in work, they are the bridge between the tale and today school practices. So, the reading method guides the research. For this practice, we appealed to Jorge Larrosa, and for the concept of experiment, we use the ideas of Walter Benjamin, exchange experiences from the narrative. For the analysis of the teachers' discourse, I use the ideas of Zilberman and their concepts about the text. The results point to stays and changes in school practices.
This research, developed to obtain the Master Degree in the Education Department of Universidade Estadual Paulista, in Rio Claro (SP/ Brazil), relates History, Literature and Education, proposing the reading of the book Conto de escola by Machado de Assis, which is considered the father of Brazilian literature and prose, with the general objective of establishing a dialogue between the tale and the current school practices in Brazil. This relationship is based on the theories proposed by Analles' school. The reading suggests unveiling in the weft of the literary threads of narrative, the concerns of a time and the society aspirations - the Brazilian society in the nineteenth century - interwoven by the knowledge's speech. Conto de escola, environmented in 1840 and published at the collection Varias Histórias on 1896, tells about the daily life of a first letters' classroom in the Brazilian nineteenth century, where Pilar, narrator/character, lives the dilemma of deciding between the closed walls of the boring school or the hills' freedom and his own age entertainment. A group of teachers, engaged in the elementary school initial grades, with whom we read the story, join us in the analysis. Carriers of their own experience in work, they are the bridge between the tale and today school practices. So, the reading method guides the research. For this practice, we appealed to Jorge Larrosa, and for the concept of experiment, we use the ideas of Walter Benjamin, exchange experiences from the narrative. For the analysis of the teachers' discourse, I use the ideas of Zilberman and their concepts about the text. The results point to stays and changes in school practices.
Descrição
Palavras-chave
Assis, Machado, 1839-1908, Tradução e interpretação, Educação, História, Literatura, Leitura, Ensino fundamental, Prática escolar, Education, History, Literature, Reading
Como citar
GIMENES, Alessandra Maria Moreira. Conto de escola: uma metáfora da sociedade. 2009. 162 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2009.