Vidas secas: a interpretação não basta
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Data
2019-08-16
Autores
Inocenti, Reginaldo
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Universidade Estadual Paulista (Unesp)
Resumo
A proposta de “Vidas secas: a interpretação não basta” consiste na análise, no fluxo das aulas de Língua Portuguesa, da abordagem teórico-metodológica dispensada por duas professoras de literatura da Educação Básica do Estado de São Paulo ao romance Vidas Secas, de Graciliano Ramos. Esse trabalho buscou, por meio da interface entre as teorias voltadas a explicar a literatura e as que orbitam o campo educacional, estabelecer aportes teóricos referentes ao letramento literário, entendido, aqui, como a capacidade de o receptor apropriar-se esteticamente do texto. Visando examinar a tensão existente entre a interpretação hermética do texto literário, geralmente de cunho historiográfico, e a dialógica, dimensão mais interativa, buscou-se, por meio da pesquisa de campo do tipo etnográfica, compreender o modo como o sentido do texto literário é desvelado em sala de aula frente ao não-dado verbalmente. Para isso, o estudo focou três dimensões relacionadas à literatura: a formação docente, os sistemas educacionais nacionais e a recepção do texto. Essa metodologia manteve o objeto literário sob uma perspectiva crítica e envolveu abordagens múltiplas sobre a recepção do texto, como a formação de professores de literatura, políticas educacionais, estudos culturais, questões de identidade e modernidade; procurou-se, também, refletir sobre práticas acadêmicas e discursos ideológicos relacionados à educação pública no Brasil e ao “ensino” da literatura nas universidades. Cumpridas essas etapas, enfatizou-se a importância de pensar em um trabalho com o texto literário pautado em uma dimensão dialógica, cuja valoração estética anteceda à historiográfica. O desafio proposto foi, portanto, vislumbrar uma leitura literária fora do padrão estabelecido na escola de Educação Básica a fim de permitir aos alunos o acesso direto ao texto literário.
The purpose of “Vidas Secas: The interpretation is not enough” consists in the analysis and the Portuguese classes flow from a theoretical-methodological approach to the novel Vidas Secas, by Graciliano Ramos applied by two basic education literature teachers of São Paulo state. This work, through the interface between the theories aimed at explaining the literature and those that go round the educational field, aimed to establish theoretical contributions referring to literary literacy which means the receptor´s ability to appropriate aesthetically the text. In order to examine the tension between the hermetic interpretation of the literary text with a historiographic nature and the dialogical one with an interactive dimension, the study based on the ethnographic fieldwork aimed to understand the way that the meaning of the literary text is unveiled in the classroom in light of the text not verbally given. For this, the study focused on three dimensions related to the literature: teacher training, Brazilian educational systems and the reception of the text. This methodology kept the literary object under a critical perspective and involver multiples approaches about the reception of the text such as literature teacher training, educational politics, cultural studies, identity and modernity issues. It was also sought to reflect on academic practices and ideological discourses related to public education in Brazil and to the “teaching” of literature in universities.After these steps, it was emphasized the importance of thinking about a work with the literary text based on a dialogical dimension whose aesthetic valuation precedes the historiography. The proposed challenge was, therefore, to envisage a non-standard literary reading different from those established in the School of Basic Education in order to allow the student access directly to the literary text.
The purpose of “Vidas Secas: The interpretation is not enough” consists in the analysis and the Portuguese classes flow from a theoretical-methodological approach to the novel Vidas Secas, by Graciliano Ramos applied by two basic education literature teachers of São Paulo state. This work, through the interface between the theories aimed at explaining the literature and those that go round the educational field, aimed to establish theoretical contributions referring to literary literacy which means the receptor´s ability to appropriate aesthetically the text. In order to examine the tension between the hermetic interpretation of the literary text with a historiographic nature and the dialogical one with an interactive dimension, the study based on the ethnographic fieldwork aimed to understand the way that the meaning of the literary text is unveiled in the classroom in light of the text not verbally given. For this, the study focused on three dimensions related to the literature: teacher training, Brazilian educational systems and the reception of the text. This methodology kept the literary object under a critical perspective and involver multiples approaches about the reception of the text such as literature teacher training, educational politics, cultural studies, identity and modernity issues. It was also sought to reflect on academic practices and ideological discourses related to public education in Brazil and to the “teaching” of literature in universities.After these steps, it was emphasized the importance of thinking about a work with the literary text based on a dialogical dimension whose aesthetic valuation precedes the historiography. The proposed challenge was, therefore, to envisage a non-standard literary reading different from those established in the School of Basic Education in order to allow the student access directly to the literary text.
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Palavras-chave
Literatura, Ensino, Educação básica, Formação de professor, Literature, Teaching, Basic education, Teacher training