Os jovens e a leitura: uma experiência com alunos do ensino médio
Data
2021-09-28
Autores
Diegoli, Rosangela Cristina
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como objetivo analisar se é possível ensinar o que se denomina leitura literária, para adolescentes, com base na Teoria da Estética da Recepção. Para essa análise foi aplicado o Método Recepcional e elaborada uma sequência didática pautada na teoria supracitada. Os participantes foram alunos do 1º ano do ensino médio de uma escola particular, onde a pesquisadora atua como professora de Língua Portuguesa. Eles foram observados ao longo de todo o processo, assim como suas produções textuais foram coletadas e analisadas, de acordo com a ordem pré-estabelecida. Os estudantes participaram das rodas de leitura propostas pela professora e, para se prepararem, leram livros da biblioteca escolar, debateram e se posicionaram criticamente acerca das obras que foram trabalhadas. Puderam compartilhar suas últimas leituras por escolha, permitindo que ao longo do processo a professora observasse e realizasse algumas pequenas provocações, para mobilizar os conhecimentos dos alunos. A abordagem metodológica de pesquisa eleita para a realização desse estudo foi a qualitativa, com uso do estudo de caso como delineamento. A partir das análises – tanto das produções quanto dos diálogos e intervenções que foram desenvolvidos – foi possível iniciar o processo de elucidação de algumas questões acerca da recepção da leitura nesses jovens. Também foi possível levantar outras inquietações e ressignificar a importância da metodologia de ensino da literatura na escola, especificamente nas aulas de Língua Portuguesa. Essas ações permitiram buscar alternativas para que a instituição de ensino possa ir além das questões didatizantes, possibilitando que os docentes suscitem nos jovens o interesse pela leitura e formem leitores literários maduros.
This paper aims to analyze the construction of the relationship between reader and work read in order to observe how – and if – the literary reading occurs based on the Theory of Aesthetics of Reception. The Reception Method was applied for the analysis and there was a didactic sequence that culminated in the development of a 'reading circle' activity. The participants were 1st year’s high school students from a private school where the researcher works as a Portuguese Language teacher. They were observed throughout the process, as well as their textual productions were collected and analyzed, according to a pre-established order. The students participated in the reading circles proposed by the teacher and, to prepare themselves, they read books from the school library, they debated and critically positioned themselves about the works that were read. They were able to share their latest readings by choice so that, during the process, the teacher was able to observe and carry out some small provocations in order to mobilize the students' knowledge. The methodological research approach chosen to carry out this study was qualitative, using a case study as a guide. From the analyzes - both of the productions and of the dialogues and interventions that took place - it was possible to start the process of elucidating some questions about the reception of reading in these young people. It was also possible to raise other concerns and re-signify the importance of the literature teaching methodology in school, specifically in Portuguese Language classes. These actions allowed to seek alternatives so that the school can go beyond didactic issues and teachers can arouse in young people an interest in reading and, thus, form mature literary readers.
This paper aims to analyze the construction of the relationship between reader and work read in order to observe how – and if – the literary reading occurs based on the Theory of Aesthetics of Reception. The Reception Method was applied for the analysis and there was a didactic sequence that culminated in the development of a 'reading circle' activity. The participants were 1st year’s high school students from a private school where the researcher works as a Portuguese Language teacher. They were observed throughout the process, as well as their textual productions were collected and analyzed, according to a pre-established order. The students participated in the reading circles proposed by the teacher and, to prepare themselves, they read books from the school library, they debated and critically positioned themselves about the works that were read. They were able to share their latest readings by choice so that, during the process, the teacher was able to observe and carry out some small provocations in order to mobilize the students' knowledge. The methodological research approach chosen to carry out this study was qualitative, using a case study as a guide. From the analyzes - both of the productions and of the dialogues and interventions that took place - it was possible to start the process of elucidating some questions about the reception of reading in these young people. It was also possible to raise other concerns and re-signify the importance of the literature teaching methodology in school, specifically in Portuguese Language classes. These actions allowed to seek alternatives so that the school can go beyond didactic issues and teachers can arouse in young people an interest in reading and, thus, form mature literary readers.
Descrição
Palavras-chave
Leitura literária, Ensino médio, Literatura, Estética da recepção, Roda de leitura, Língua portuguesa, Literary reading, High school, Literature, Reception aesthetics, Reading wheel, Portuguese language
Como citar
DIEGOLI, Rosangela Cristina. Os jovens e a leitura: uma experiência com alunos do ensino médio. Universidade Estadual Paulista (Unesp), 2021.