Análise da coleção “Gato escondido”, de Ana Maria Machado: proposta de recepção com o leitor mirim, por meio do Método Criativo
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2020-12-18
Autores
Pinto, Fabricia Jeanini Cirino
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Universidade Estadual Paulista (Unesp)
Resumo
Ana Maria Machado, ganhadora do Prêmio Hans Christian Andersen, considerado o Nobel da literatura infantil, nas categorias de autor e ilustrador, é certamente uma das maiores escritoras brasileiras. Herdeira de Lobato, a escritora é responsável por promover uma grande transformação na literatura infantil, pois sua produção apresenta a consideração pelo seu público receptor, visto como inteligente e capaz de refletir sobre as histórias que lê e/ou ouve. A escritora introduz um dos aspectos mais significativos da tônica de sua poética: um espírito questionador acerca dos padrões rígidos de comportamento, instituídos socialmente, de forma a instigar seu público a refletir de forma crítica sobre seu entorno social, histórico e político. Nesta dissertação, acredita-se que é imprescindível que sejam construídas oportunidades de práticas leitoras ao longo da vida, sendo estas iniciadas desde cedo, ainda na educação infantil. Izabel Solé (1998, p.70) esclarece que, cabe ao professor “[...] construir estratégias de leituras que permitam ao leitor controlar seu próprio processo de compreensão”. Neste viés, este trabalho, a partir dos pressupostos da Estética da Recepção e do Efeito (JAUSS, 1994; ISER, 1996 e 1999), analisa as obras de Ana Maria Machado, que compõem a coleção “Gato escondido”, Cadê meu travesseiro? (2004(1)), Que lambança! (2004(2)), Delícias e gostosuras (2005(1)) e Vamos brincar de escola? (2005(2)). Após essas análises, apresenta uma proposta de recepção, pautada pelo Método Criativo, de Maria da Glória Bordini e Vera Teixeira de Aguiar (1993), da obra Que lambança (MACHADO, 2004(2)). Constrói-se a hipótese de que é importante inserir a literatura dotada de valor estético em sala de aula, desde o início da escolarização, pois esta assegura um trabalho interdisciplinar que favorece na formação do leitor crítico desde a mais tenra idade.
Ana Maria Machado, winner of the Hans Christian Andersen Prize, considered the Nobel Prize for children's literature, in the categories of author and illustrator, is certainly one of the greatest Brazilian writers. Heiress to Lobato, the writer is responsible for promoting a great transformation in children's literature, because her production shows consideration for her receiving public, seen as intelligent and capable of reflecting on the stories she reads and/or hears. The writer introduces one of the most significant aspects of her poetic tonic: a questioning spirit about rigid behavior patterns, socially instituted, in order to instigate her audience to reflect critically on their social, historical and political environment. In this dissertation, it is believed that it is essential to build opportunities for lifelong reading practices, which are initiated at an early age, still in early childhood education. Izabel Solé (1998, p.70) clarifies that it is up to the teacher "[...] to construct reading strategies that allow the reader to control his own process of understanding”. On this bias, this work, based on the assumptions of the Aesthetics of Reception and the Effect (JAUSS, 1994; ISER, 1996 e 1999), analyzes the works of Ana Maria Machado that composse the collection “Gato escondido” (Hidden cat), Cadê meu travesseiro? (2004(1)), Que lambança! (2004(2)), Delícias e gostosuras (2005(1)) and Vamos brincar de escola? (2005(2)). After these analyses, it presents a proposal for reception, guided by the Creative Method, by Maria da Glória Bordini and Vera Teixeira de Aguiar (1993), of the work Que lambança! (MACHADO, 2004(2)). The hypothesis is constructed that it is importante to insert the literature with aesthetic value in the classroom, since the beginning of schooling, because it that is important to insert the literature with aesthetic value in the classroom, since the beginning of schooling, because it ensures an interdisciplinar work that favors the formation of the critical read from an early age.
Ana Maria Machado, winner of the Hans Christian Andersen Prize, considered the Nobel Prize for children's literature, in the categories of author and illustrator, is certainly one of the greatest Brazilian writers. Heiress to Lobato, the writer is responsible for promoting a great transformation in children's literature, because her production shows consideration for her receiving public, seen as intelligent and capable of reflecting on the stories she reads and/or hears. The writer introduces one of the most significant aspects of her poetic tonic: a questioning spirit about rigid behavior patterns, socially instituted, in order to instigate her audience to reflect critically on their social, historical and political environment. In this dissertation, it is believed that it is essential to build opportunities for lifelong reading practices, which are initiated at an early age, still in early childhood education. Izabel Solé (1998, p.70) clarifies that it is up to the teacher "[...] to construct reading strategies that allow the reader to control his own process of understanding”. On this bias, this work, based on the assumptions of the Aesthetics of Reception and the Effect (JAUSS, 1994; ISER, 1996 e 1999), analyzes the works of Ana Maria Machado that composse the collection “Gato escondido” (Hidden cat), Cadê meu travesseiro? (2004(1)), Que lambança! (2004(2)), Delícias e gostosuras (2005(1)) and Vamos brincar de escola? (2005(2)). After these analyses, it presents a proposal for reception, guided by the Creative Method, by Maria da Glória Bordini and Vera Teixeira de Aguiar (1993), of the work Que lambança! (MACHADO, 2004(2)). The hypothesis is constructed that it is importante to insert the literature with aesthetic value in the classroom, since the beginning of schooling, because it that is important to insert the literature with aesthetic value in the classroom, since the beginning of schooling, because it ensures an interdisciplinar work that favors the formation of the critical read from an early age.
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Palavras-chave
Ana Maria Machado, Formação do leitor mirim, Literatura infantil, Estética da Recepção, Método Criativo