Literatura infantil e formação do leitor: em busca de uma subjetividade antirracista
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2023-04-10
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo, a partir do aporte teórico da Estética da Recepção (JAUSS, 1994; ISER, 1996, 1999), refletiu sobre a formação de leitores no Ensino Fundamental I, mais especificamente, nos Anos Iniciais. Para tanto, utilizou-se o Método Criativo e o Método Recepcional, preconizados por Vera Teixeira Aguiar e Maria da Glória Bordini (1993), como propostas metodológicas. Esses métodos supõem uma relação do homem com o mundo, em que o alvo é a fruição estética associada à capacidade de criação artística. A atitude criativa se pauta por duas características; intuição e subjetividade, a primeira é a capacidade de aprender o mundo e a segunda é o predomínio do sujeito sobre o objeto. Para leitura e recepção, foram utilizadas obras dotadas de valor estético de literatura africana, afro-brasileira e de temática africana de potencial recepção infantil, que compõem os acervos do Programa Nacional Biblioteca na Escola – PNBE; do Programa Nacional do Livro Didático Literário – PNLD; e a Sala de Leitura da EMEF Etelvino Rodrigues Madureira, situada no município de Bauru, no Estado de São Paulo. Partiu-se do pressuposto de que a leitura dessas obras tinha potencialidades para promover a ampliação do horizonte de expectativa dos alunos participantes, bem como formá-los como leitor estético (ECO, 2003). Construiu-se a hipótese de que sua recepção, por assegurar o contato com a diversidade e a literariedade, poderia ampliar o repertório cultural dos alunos, seu imaginário e, em especial, promover uma educação antirracista.
This paper, through the theoretical contribution of the Reception theories (JAUSS, 1994; ISER, 1996, 1999), aims to reflect on the critical formation of young readers in Basic Education, more specifically those who take Elementary classes. The Creative and Reception Methods by Vera Teixeira Aguiar and Maria da Glória Bordini (1993) are used as methodological procedures. These methods presuppose the relationship between men and the world, in order to build aesthetic enjoyment and the capacity for artistic creation. Creativity is guided by two characteristics: intuition and subjectivity. Intuition is the ability to comprehend the world. Subjectivity is the predominance of the subject over the object. For reading and reception, we selected literary works endowed with the aesthetic value that are part of African and Afro-Brazilian literature and are about African themes. These books have the potential for the reception since they are part of the collections of the National Library at School Program – PNBE, the National Literary Textbook Program – PNLD, and are in the libraries of the school EMEF Etelvino Rodrigues Madureira, located in Bauru, in São Paulo State. We argue that the reading of these literary works has the potential for promoting and broadening the students' horizons of expectations. They can contribute to the aesthetic formation of young readers (ECO, 2003). Our hypothesis is that their reception, by ensuring direct contact with diversity and literacy, could expand the students' cultural repertoire, and their imagination and promote an anti-racist education.
This paper, through the theoretical contribution of the Reception theories (JAUSS, 1994; ISER, 1996, 1999), aims to reflect on the critical formation of young readers in Basic Education, more specifically those who take Elementary classes. The Creative and Reception Methods by Vera Teixeira Aguiar and Maria da Glória Bordini (1993) are used as methodological procedures. These methods presuppose the relationship between men and the world, in order to build aesthetic enjoyment and the capacity for artistic creation. Creativity is guided by two characteristics: intuition and subjectivity. Intuition is the ability to comprehend the world. Subjectivity is the predominance of the subject over the object. For reading and reception, we selected literary works endowed with the aesthetic value that are part of African and Afro-Brazilian literature and are about African themes. These books have the potential for the reception since they are part of the collections of the National Library at School Program – PNBE, the National Literary Textbook Program – PNLD, and are in the libraries of the school EMEF Etelvino Rodrigues Madureira, located in Bauru, in São Paulo State. We argue that the reading of these literary works has the potential for promoting and broadening the students' horizons of expectations. They can contribute to the aesthetic formation of young readers (ECO, 2003). Our hypothesis is that their reception, by ensuring direct contact with diversity and literacy, could expand the students' cultural repertoire, and their imagination and promote an anti-racist education.
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Literatura infantojuvenil africana, Leitura (Ensino fundamental), Leitura Estudo e ensino, Método Criativo, Método Recepcional, Children´s literature, Reading ( Elementary School), Reading Study and teaching, Creative Method, Reception Method