A influência da literatura de massa na formação do leitor
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Data
2019-03-25
Autores
Damasceno, Léia Cristina
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A literatura apresenta profunda relevância para a formação integral do sujeito. Repensar e modificar a maneira de ler o texto literário contribui para a vida social e cognitiva do indivíduo, levando-o a desenvolver sua capacidade crítica e argumentativa e compreender o mundo em que vive. A leitura é uma atividade complexa que implica na produção de sentidos, mas o discurso que inflama de dentro das escolas é que os alunos não gostam e não leem. Sobre leitura é importante que os alunos leiam obras que atendem a indústria do entretenimento como também dos clássicos literários, ambas em “choque” no ambiente escolar. O propósito do estudo não se resume a atacar o cânone literário e supervalorizar a literatura de massa ou vice-versa e nem ratificar afirmações de que os alunos não leem ou estão distante de “bons livros”, mas sim problematizar essa bipolarização – cânones versus best-sellers. O trabalho não apenas confirmou as leituras realizadas pelos alunos, mas constatou a presença e a comercialização de outra literatura (os best-sellers) que não somente os clássicos. Sobre a comercialização dentro das escolas dos livros para a massa esta se dá por meio da Revista Avon (Avon Moda & Casa), permitindo cunhar o neologismo “avonesca” para designar os livros comercializados e lidos por consumidores dessa linha de cosméticos. Para tanto, foi utilizado a pesquisa qualitativa de cunho etnográfico e revisão bibliográfica que serviram de base para compreender os fenômenos em “choque” no ambiente escolar, considerando, principalmente, os estudos Chizzotti (2003), Telles (2002), Zarharlick e Grenn (1991). As investigações e coleta de informações se deram por meio de entrevistas, questionários, observações e anotações em diário pessoal. No que a tange a ampliar conceitos e relações entre a leitura, a literatura e a escola ganharam espaço os estudos de Bamberger (2001), Bloom (2011), Chartier (1996), Colomer (2007), Demo (2006), Freire (2011), Lajolo (2001; 2002; 2004), Solé (1998). O estudo sobre letramento, que ficou a cargo de Soares (1995; 2006; 2010), serviu de porta de entrada para o letramento literário na qual foram utilizados os estudos de Cosson (2011), Ceccantini (2004), Colomer (2003), Lajolo (2001; 2002), Zanchetta (2004) e Zilberman (1991; 2001), além de Candido (1972; 2006) e Eagleton (2006) responsáveis pela crítica literária. Quanto à dicotomia literatura de massa/best-sellers e cânone/clássicos literários serviu de embasamento, principalmente, os postulados de Bloom (1995), Calvino (1993), Ceccantini (2006), Cosson (2004), Eco (1991), Machado (2002), Sodré (1978; 1988), Todorov (2007), Zilberman (1987). Por fim chegou-se a análise dos dados, a partir dos quais foi possível desmitificar a ideia de que os alunos não leem. Essa inverdade não apenas ruiu, como permitiu compreender a necessidade do professor em reforçá-la, já que também deixam a desejar no quesito leitura. Considerações importantes foram levantadas sobre a atuação da gestão em relação à leitura e a sala de leitura, cuja relevância praticamente inexiste.
The literature presents profound relevance to the integral formation of the subject. To rethink and modify the way of reading the literary text and contribute to the individual’s social and cognitive life, leading him to develop his critical and argumentative capacity, to making him understand the world in which he lives. The literature is a complex activity that implies the production of meanings, but the inflammatory discourse within schools is that students do not like and do not read. About literature, it is important for the students to read works that serve the entertainment industry as well as literary classics, both in “shock” in the school environment. The purpose of the study is not simply to attack the literary canon and overestimate the mass literature or vice versa, nor to ratify affirmations that students do not read or are far from “good books”, but rather to problematize this bipolarization – canons versus best-sellers. The work not only confirmed the readings made by students, but found the presence and commercialization of other literature (the best sellers) that not only the classics. On the marketing within the schools of the books for the mass this happens through Revista Avon (Avon Moda & Casa), allowing to coin the neologism “avonesca” to designate the books bought and read by consumers of this line of cosmetics. For that, it was used the qualitative research of ethnographic character and bibliographical revision that served as base to understand the phenomena in "shock" in the school environment, considering mainly, the Chizzot (2003), Telles (2002) Zarharlick e Green (1991) studies. The investigations and information gathering took place through interviews, questionnaires, observations and notes in personal journal. In terms of expanding concepts and relationships between reading, literature and school, gained space the studies of Bamberger (2001), Bloom (2011), Chartier (1996), Colomer (2007), Demo (2006), Freire (2011), Lajolo (2001; 2002; 2004), Solé (1998). The study on literacy, which was in charge of Soares (1995; 2006; 2010) served as the gateway literary literacy in which the studies of Cosson (2011), Ceccantini (2004), Colomer (2003), Lajolo (2001; 2002), Zanchetta (2004) and Zilberman (1991; 2001), in addition to Candido (1972; 2006) and Eagleton (2006), responsible for literary criticism. About the mass literary dichotomy, the best-sellers and canon/classics served as basis, mainly, the postulates of Bloom (1995), Calvino (1993), Ceccantini (2006), Cosson (2004), Eco (1991), Machado (2002), Sodré (1978; 1988), Torodov (2007), Zilberman (1987). Finally, the data was analyzed, from which it was possible to demystify the idea that the students do not read. This untruth not only collapsed, but made it possible to understand the teacher's need to reinforce it, since they also leave to be desired in the reading question. Important considerations were raised about the performance of management in relation to reading and the reading room, whose relevance is practically nonexistent.
The literature presents profound relevance to the integral formation of the subject. To rethink and modify the way of reading the literary text and contribute to the individual’s social and cognitive life, leading him to develop his critical and argumentative capacity, to making him understand the world in which he lives. The literature is a complex activity that implies the production of meanings, but the inflammatory discourse within schools is that students do not like and do not read. About literature, it is important for the students to read works that serve the entertainment industry as well as literary classics, both in “shock” in the school environment. The purpose of the study is not simply to attack the literary canon and overestimate the mass literature or vice versa, nor to ratify affirmations that students do not read or are far from “good books”, but rather to problematize this bipolarization – canons versus best-sellers. The work not only confirmed the readings made by students, but found the presence and commercialization of other literature (the best sellers) that not only the classics. On the marketing within the schools of the books for the mass this happens through Revista Avon (Avon Moda & Casa), allowing to coin the neologism “avonesca” to designate the books bought and read by consumers of this line of cosmetics. For that, it was used the qualitative research of ethnographic character and bibliographical revision that served as base to understand the phenomena in "shock" in the school environment, considering mainly, the Chizzot (2003), Telles (2002) Zarharlick e Green (1991) studies. The investigations and information gathering took place through interviews, questionnaires, observations and notes in personal journal. In terms of expanding concepts and relationships between reading, literature and school, gained space the studies of Bamberger (2001), Bloom (2011), Chartier (1996), Colomer (2007), Demo (2006), Freire (2011), Lajolo (2001; 2002; 2004), Solé (1998). The study on literacy, which was in charge of Soares (1995; 2006; 2010) served as the gateway literary literacy in which the studies of Cosson (2011), Ceccantini (2004), Colomer (2003), Lajolo (2001; 2002), Zanchetta (2004) and Zilberman (1991; 2001), in addition to Candido (1972; 2006) and Eagleton (2006), responsible for literary criticism. About the mass literary dichotomy, the best-sellers and canon/classics served as basis, mainly, the postulates of Bloom (1995), Calvino (1993), Ceccantini (2006), Cosson (2004), Eco (1991), Machado (2002), Sodré (1978; 1988), Torodov (2007), Zilberman (1987). Finally, the data was analyzed, from which it was possible to demystify the idea that the students do not read. This untruth not only collapsed, but made it possible to understand the teacher's need to reinforce it, since they also leave to be desired in the reading question. Important considerations were raised about the performance of management in relation to reading and the reading room, whose relevance is practically nonexistent.
Descrição
Palavras-chave
Literatura, Clássicos, Best-Sellers, Escola, Leitura, Reading, Literature, Classics, Best-Sellers, School