A formação do leitor em âmbito escolar: análise e recepção de contos de Marina Colasanti
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Data
2021-01-13
Autores
Lino, Joelma de Oliveira
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa foi motivada pelas inquietações que os desafios da prática em sala de aula do Ensino Fundamental I deflagaram. Os questionamentos suscitaram a reflexão sobre a formação do leitor estético ou crítico. O problema da pesquisa que direcionou a investigação foi a seguinte questão: como favorecer a formação desse leitor (ECO, 2003) em âmbito escolar? Diante de tal questionamento, o presente estudo foi norteado pelo objetivo de formar leitores críticos, por meio da recepção dos contos que compõem a obra Uma ideia toda azul (2006), de Marina Colasanti. À vista disso, apresentamos uma proposta de recepção da obra colasantiana, com alunos do 5º ano do Ensino Fundamental I, pautada no Método Recepcional preconizado por Vera Teixeira de Aguiar e Maria da Glória Bordini (1993). Construímos a hipótese de que esse Método (BORDINI; AGUIAR, 1993) favorece a formação do leitor crítico. A partir dos pressupostos teóricos da Estética da Recepção (JAUSS, 1994) e do Efeito (ISER, 1996 e 1999), este trabalho analisa os dez contos que constituem a obra de Colasanti (2006), visando a refletir sobre a comunicabilidade que essas narrativas estabelecem com seu leitor implícito de maneira a favorecer a formação do leitor crítico e a ampliação de seu horizonte de expectativas. Os contos colasantianos tratam de temas como: a busca pela própria identidade, o conceito de felicidade, a solidão, o consumismo exacerbado, entre outros, por meio de uma linguagem com sonoridade poética dotada de valor estético e discurso emancipatório. Por serem ambientados em lugares imaginários como castelos, bosques e reinos distantes, possuírem viés crítico e dialogarem com os contos de fadas, possuem apelo para cativar o jovem leitor em formação e levá-lo à reflexão sobre as relações humanas em sociedade.
This research was motivated by concerns that the challenges of classroom practice in Elementary School sparked. The questions prompted the reflection on the formation of the aesthetic or critical reader. The research problem that directed this investigation was this question: how to further this reader formation (ECO, 2003) in the school? In the face of this questioning, this study was guided by the objective of to form critical readers by the reception of the Tales that are in the book Uma ideia toda azul (2006), of Marina Colasanti. In this view, we presented a porpoise of a reception for the Colasanti’s productions with the 5º grade for the Elementary School, supported by Receptional Method recommended by Vera Teixeira de Aguiar and Maria da Glória Bordini (1993). We build the hypothesis that this Method (BORDINI; AGUIAR, 1993) further the critical reader formation. Starting of the theoretical assumptions by the Aesthetics of Reception (JAUSS, 1994) and the Efect (ISER, 1996, 1999), this research analyses the ten Tales that constitute the Colasanti’s book (2006), aiming to reflect by the communicability that this narratives set up with its implicit reader so further the critical reader formation and the enlargement of its horizons of expectations. The Tales colasantinos treat by a themes like: the search for one’s own identity, the concept of happiness, loneliness, exacerbated consumerism, among others, by a language with poetic sound endowed with aesthetic value and emancipatory speech. Because this Tales are set in an imaginary places, like castles, forests and distant kingdoms, they have a critical bias and they dialogue with fairy tales, they appeal to captivate the young reader in formation and they lead him to reflect on human relations in society.
This research was motivated by concerns that the challenges of classroom practice in Elementary School sparked. The questions prompted the reflection on the formation of the aesthetic or critical reader. The research problem that directed this investigation was this question: how to further this reader formation (ECO, 2003) in the school? In the face of this questioning, this study was guided by the objective of to form critical readers by the reception of the Tales that are in the book Uma ideia toda azul (2006), of Marina Colasanti. In this view, we presented a porpoise of a reception for the Colasanti’s productions with the 5º grade for the Elementary School, supported by Receptional Method recommended by Vera Teixeira de Aguiar and Maria da Glória Bordini (1993). We build the hypothesis that this Method (BORDINI; AGUIAR, 1993) further the critical reader formation. Starting of the theoretical assumptions by the Aesthetics of Reception (JAUSS, 1994) and the Efect (ISER, 1996, 1999), this research analyses the ten Tales that constitute the Colasanti’s book (2006), aiming to reflect by the communicability that this narratives set up with its implicit reader so further the critical reader formation and the enlargement of its horizons of expectations. The Tales colasantinos treat by a themes like: the search for one’s own identity, the concept of happiness, loneliness, exacerbated consumerism, among others, by a language with poetic sound endowed with aesthetic value and emancipatory speech. Because this Tales are set in an imaginary places, like castles, forests and distant kingdoms, they have a critical bias and they dialogue with fairy tales, they appeal to captivate the young reader in formation and they lead him to reflect on human relations in society.
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Palavras-chave
Literatura infantil e juvenil, Formação do leitor, Conto, Estética da Recepção, Marina Colasanti