Estética da recepção na formação do leitor nos anos finais do ensino fundamental
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Data
2019-02-25
Autores
Conceição, Letícia Rarek
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação foi realizada em nível de mestrado profissional no Programa de Pós-Graduação Docência para a Educação Básica, na Unesp de Bauru/SP. Foi concretizada a partir de uma inquietação diante ao cenário da educação atual, no que diz respeito à prática da leitura literária, visto a lacuna entre o que está posto nos documentos oficiais e a prática efetivada em sala de aula; fato esse evidenciado nos resultados das avaliações externas. Fizeram parte da pesquisa vinte alunos regularmente matriculados no sexto ano de uma escola pública municipal no interior do estado de São Paulo. O trabalho teve por objetivo desenvolver, aplicar e avaliar por meio de oficinas literárias a Teoria da Estética da Recepção para o ensino da leitura, tendo como foco a dialogia entre leitor-obra, leitor-leitor, leitor-autor, leitor-obra-autor-mediador. Quanto à obra selecionada para a aplicação da pesquisa, foi escolhida uma adaptação do livro Dom Quixote, de Miguel de Cervantes, fornecida pelo Programa Nacional Biblioteca na Escola- PNBE. Para o desenvolvimento da pesquisa foram planejados cinco momentos, inspirados no método recepcional de leitura de Bordini e Aguiar (1993), bem como nas teses descritas na Teoria da Estética da Recepção de Jauss (1979), além do efeito estético descrito por Iser (1979). No que tange a prática da dialogia, buscamos referência em Bakhtin (2000) para referendarmos as mais diversas vozes existentes na prática de leitura. Para a validação da teoria, propomos o desenvolvimento de treze oficinas literárias, instrumentalizadas com atividades de leituras compartilhada, dramatizada, oral, silenciosa, além de atividades lúdicas com jogos de cartas, loteria, apresentação de esquete, por fim a elaboração de uma maquete. Todas as atividades foram pautadas na leitura dos capítulos, visto que a intenção era discuti-los, tendo por base a recepção do leitor. O delineamento desta pesquisa foi o da pesquisa-ação (THIOLLENT, 1986) por ser o procedimento técnico mais apropriado devido ao contato direto da pesquisadora com a turma participante e à necessidade de mudança no perfil leitor no fim da pesquisa. No decorrer da aplicação, a pesquisadora utilizou como estratégia para o registro das observações o diário de bordo, onde anotou todas as observações pertinentes à leitura realizada, visando à reflexão global de todo o processo. Para tanto, a metodologia aplicada foi de abordagem qualitativa, justificada pelas características apresentadas, visto que a aplicação da pesquisa aconteceu em ambiente natural, com vistas a todo o processo, não apenas para o produto final (LUDKE; ANDRÉ, 1986). Os resultados apresentados demonstraram que a Teoria da Estética da Recepção foi capaz de suprir a essência quanto ao ensino da leitura literária para os anos finais do ensino fundamental, aliando o que está posto nos documentos ao perfil dos alunos, diante a interação existente durante todo o processo da pesquisa, bem como, no desejo em continuar realizando novas leituras, sob uma perspectiva dialógica.
This work was developed for the Professional Master's Program in Basic Education Teaching, at Unesp Bauru / SP. The theme was inspired in the in-class practice, rather than in theory. The aim was to contribute for an effective reading practice in the Basic Education (Middle School) classroom.The research was carried out with twenty students enrolled in the sixth grade at a municipal public school in the interior of the state of São Paulo. The aim of the work was to develop, apply and evaluate the Reception Theory through literary workshops, by focusing on the dialogue readerbook, reader-reader, reader-author, and reader-book-author-mediator.The book selected for the research was an adaptation of the classic Don Quixote de La Mancha, by Miguel de Cervantes and recommended by the Brazilian National Library Program - PNBE. The Reception Theory (Jauss, 1979) (Iser, 1979) inspired this work. Regarding the practice of dialogue negotiation, we sought for a reference in Bakhtin (2000) in order to listen to all different voices during the reading practice. The methodology was composed of five moments (steps) based on the receptive method developed by Bordini and Aguiar (1993). Among them, there were fourteen literary workshops, which motivated students to develop activities such as shared reading, role-playing, oral and silent activities, card games, lottery game and presentation of paper sketches. All the activities were based on the book chapters because the intention was to discuss them and arise the reader's voices and perceptions. The method was the action-research (THIOLLENT, 1986) method, due to the direct contact between the researcher and the participating group and the need to change the reader’s profile at the end of the research. During the application, the researcher used as a strategy to record the observations and write down all the pertinent observations, aiming at the overall reflection of the whole process. The methodology was of qualitative approach, justified by the application of the research in a natural environment, by taking into consideration the whole process, not only the final product (LUDKE and Andre 1986). The results showed that the Reception Theory was successful in supplying the essence of the teaching of reading literacy in the final years of elementary school. It helped students achieve the requirements stated in the official documents in education by promoting the interaction and the desire for reading literature books.
This work was developed for the Professional Master's Program in Basic Education Teaching, at Unesp Bauru / SP. The theme was inspired in the in-class practice, rather than in theory. The aim was to contribute for an effective reading practice in the Basic Education (Middle School) classroom.The research was carried out with twenty students enrolled in the sixth grade at a municipal public school in the interior of the state of São Paulo. The aim of the work was to develop, apply and evaluate the Reception Theory through literary workshops, by focusing on the dialogue readerbook, reader-reader, reader-author, and reader-book-author-mediator.The book selected for the research was an adaptation of the classic Don Quixote de La Mancha, by Miguel de Cervantes and recommended by the Brazilian National Library Program - PNBE. The Reception Theory (Jauss, 1979) (Iser, 1979) inspired this work. Regarding the practice of dialogue negotiation, we sought for a reference in Bakhtin (2000) in order to listen to all different voices during the reading practice. The methodology was composed of five moments (steps) based on the receptive method developed by Bordini and Aguiar (1993). Among them, there were fourteen literary workshops, which motivated students to develop activities such as shared reading, role-playing, oral and silent activities, card games, lottery game and presentation of paper sketches. All the activities were based on the book chapters because the intention was to discuss them and arise the reader's voices and perceptions. The method was the action-research (THIOLLENT, 1986) method, due to the direct contact between the researcher and the participating group and the need to change the reader’s profile at the end of the research. During the application, the researcher used as a strategy to record the observations and write down all the pertinent observations, aiming at the overall reflection of the whole process. The methodology was of qualitative approach, justified by the application of the research in a natural environment, by taking into consideration the whole process, not only the final product (LUDKE and Andre 1986). The results showed that the Reception Theory was successful in supplying the essence of the teaching of reading literacy in the final years of elementary school. It helped students achieve the requirements stated in the official documents in education by promoting the interaction and the desire for reading literature books.
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Palavras-chave
Estética da recepção, Dialogia, Leitura literária, Leitor-obra-mediador, Anos finais do ensino fundamental, Reception theory, Dialogue, Literary reading, Reader-book-mediator, Elementary school