Letramento Literário no Ensino Médio: análise poética como prática dialógica
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Data
2016-12-07
Autores
Souza, Anderson Ibsen Lopes de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta pesquisa foi colaborar com um ensino de literatura, numa perspectiva de letramento literário, que promovesse: a) o gosto pela leitura literária;b) uma formação crítica e reflexiva; e c) a compreensão responsiva ativa de enunciados concretos (BAKHTIN, 2003). A investigação foi realizada com 37 jovens, matriculados no 1º ano do ensino médio da escola estadual Maria Iracema Uchoa Sales, na cidade de Umirim-CE, onde se buscou auxiliá-los na aquisição da leitura como processo dialógico, por meio de experiências estético-literárias com poemas.Para isso, foram feitas intervenções nas aulas de língua portuguesa da turma selecionada, durante o segundo semestre letivo de 2015, com abordagens de poemas contidos no livro didático Novas palavras (AMARAL, 2013).Considerando a linguagemcomo principal instrumento de interação social e a leitura como uma atividade de linguagem, a pesquisa abordou a leitura de textos em uma perspectiva sociointeracionista, em que a aprendizagem torna-se um processo social, realizando-se através da interação com o outro e com o contexto histórico-social em que os sujeitos estão envolvidos. Para formular os princípios dessa investigação qualitativa, adotou-se como referencial teórico-metodológico o estudo de caso, já que esse procedimento possibilita a investigação de peculiaridades apresentadas pela comunidade escolhida, sendo necessário, para tanto, uma abordagem que exija o contato do pesquisador com a situação perscrutada. Desse modo, os sujeitos investigados tiveram um papel ativo na pesquisa, atuando como protagonistas das ações desenvolvidas. Para a aplicação dos poemas em sala de aula, procurou-se uma metodologiaque, além de contribuir com a atuação de um leitor ativo (CAVALCANTI, 2010), fosse suficientemente flexível para permitir adaptações de acordo com as necessidades surgidas ao longo da pesquisa;desse modo, foram adotados osexemplos de sequência didática propostos por Cosson, (a básica e a expandida), porque eles “apresentam muitas possibilidades de combinação que se multiplicam de acordo com os interesses, textos e contexto da comunidade de leitores” (COSSON, 2014b, p. 48), não atuando forçosamente como um modelo. No sentido de desenvolver a autonomia e a compreensão leitora dos educandos, foram feitas reflexões sobre o uso de estratégias antes, durante e após a leitura (SOLÉ, 2009);e no intuito de avaliar a efetividade do método, foi apreciado o nível de leitura dos alunos ao longo das intervenções realizadas (ADLER; DOREN, 2014).Os instrumentos utilizados na coleta de dados (questionário, atividades práticas de leitura de poemas e diário de leitura) foram descritos e analisados tomando com referência os postulados sobre a interação dialógica e a proposta de letramento literário enquanto prática social de leitura e de escrita. Ao final da pesquisa, foi possível verificar que o trabalho aqui realizado de análise poética, na perspectiva do letramento literário sugerido por Cosson, assomado ao entendimento sobre as estratégias de compreensão leitora, promoveu aspectos de criticidade e autonomia nos posicionamentos dos alunos, os quais melhoraram não apenas a interpretação textual, mas também a própria construção de ideias, a emissão de juízo de valor, bem como as relações que estabeleciam entre os poemas lidos e suas próprias experiências.
This research aimed to cooperate with the teaching of literature, in a literary literacy perspective, to promote: a) the pleasure of reading; b) a critical and reflexive formation; and c) an active responsive comprehension of concrete discourse (BAKHTIN, 2003). The investigation was performed with 37 students enrolled in the first year of Maria Iracema Uchoa Sales High School, in Umirim-Ceará-Brazil, trying to assist them in acquisition of reading as a dialogical process, through aesthetic literary experiences with poems. In this regard, interventions were made in Portuguese classes of the selected class, during the second semester of 2015, with the approach of poems inside the textbook Novas palavras (AMARAL, 2013). Considering language as the main instrument of social interaction and reading as a linguistic activity, this study approached text reading in a social interactionist perspective, in which learning becomes a social process, performed by the interaction with other people and with the socio-historical context in which the subjects are involved. Case study was the theoretical methodological framework adopted to formulate the principles of this qualitative investigation, because this method allows the examination of the choosen community peculiarities, the reason for an approach that requires the researcher contact with the searched situation. Thus, the investigation subjects had an active role on this research, acting as leading figures on the developed actions. To use poems in class, the research needed a methodology that could contribute to the performance of an active reader (CAVALCANTI, 2010), as well as one to be flexible enough to allow adjustments according to the needs that have been presented during the research; therefore, the examples of didactical sequence proposed by Cosson (the basic and expanded) were adopted in the investigation, because they offer a huge number of possibilities of combinations that are multiplied according to the community of readers interests, texts and contexts (COSSON, 2014b, p. 48), not acting necessarily as a model. Reflections were made about the use of strategies before, during and after reading (SOLÉ, 2009) to develop autonomy and students’ reading comprehension; and in order to evaluate the effectiveness of the method, the students levels of reading were analyzed during the interventions (ADLER; DOREN, 2014). The instruments used in data collection (questionnaire, poetical reading practical activities and the reading diary) were described and analyzed by reference to dialogical interaction postulates and the literary literacy proposal as a social practice of reading and writing. At the end of this research, it was possible to verify that the poetical analysis work, in the literary literacy perspective according to Cosson, associated with the understanding about reading comprehension strategies, promoted critically aspects and autonomy in the students positioning statements, whom expanded not only the levels of reading comprehension, but also the ideas construction, judgement value explanation as well as the relations stablished between poems read and their own experiences.
This research aimed to cooperate with the teaching of literature, in a literary literacy perspective, to promote: a) the pleasure of reading; b) a critical and reflexive formation; and c) an active responsive comprehension of concrete discourse (BAKHTIN, 2003). The investigation was performed with 37 students enrolled in the first year of Maria Iracema Uchoa Sales High School, in Umirim-Ceará-Brazil, trying to assist them in acquisition of reading as a dialogical process, through aesthetic literary experiences with poems. In this regard, interventions were made in Portuguese classes of the selected class, during the second semester of 2015, with the approach of poems inside the textbook Novas palavras (AMARAL, 2013). Considering language as the main instrument of social interaction and reading as a linguistic activity, this study approached text reading in a social interactionist perspective, in which learning becomes a social process, performed by the interaction with other people and with the socio-historical context in which the subjects are involved. Case study was the theoretical methodological framework adopted to formulate the principles of this qualitative investigation, because this method allows the examination of the choosen community peculiarities, the reason for an approach that requires the researcher contact with the searched situation. Thus, the investigation subjects had an active role on this research, acting as leading figures on the developed actions. To use poems in class, the research needed a methodology that could contribute to the performance of an active reader (CAVALCANTI, 2010), as well as one to be flexible enough to allow adjustments according to the needs that have been presented during the research; therefore, the examples of didactical sequence proposed by Cosson (the basic and expanded) were adopted in the investigation, because they offer a huge number of possibilities of combinations that are multiplied according to the community of readers interests, texts and contexts (COSSON, 2014b, p. 48), not acting necessarily as a model. Reflections were made about the use of strategies before, during and after reading (SOLÉ, 2009) to develop autonomy and students’ reading comprehension; and in order to evaluate the effectiveness of the method, the students levels of reading were analyzed during the interventions (ADLER; DOREN, 2014). The instruments used in data collection (questionnaire, poetical reading practical activities and the reading diary) were described and analyzed by reference to dialogical interaction postulates and the literary literacy proposal as a social practice of reading and writing. At the end of this research, it was possible to verify that the poetical analysis work, in the literary literacy perspective according to Cosson, associated with the understanding about reading comprehension strategies, promoted critically aspects and autonomy in the students positioning statements, whom expanded not only the levels of reading comprehension, but also the ideas construction, judgement value explanation as well as the relations stablished between poems read and their own experiences.
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Palavras-chave
Letramento literário, Poesia, Leitura, Prática dialógica