Leitura literária e interculturalidade: experiências na formação do leitor de ensino médio técnico
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Data
2022-02-02
Autores
Devides, Michelle Mittelstedt
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Universidade Estadual Paulista (Unesp)
Resumo
A formação do leitor literário, especialmente a do jovem leitor, por vezes, é proporcionada pela educação escolar, então o ensino da literatura deveria priorizar a leitura literária significativa e não recair apenas no pragmatismo. Assim, nossa hipótese estabelece que a relação entre a leitura literária e a interculturalidade enfatiza aspectos como a alteridade, a cultura, a história e a diversidade possibilitando a fruição e ampliando os horizontes. Nosso objetivo foi demonstrar a relação entre a leitura literária e a interculturalidade, por meio da leitura de obra africana de língua portuguesa Terra sonâmbula, de Mia Couto. Configuraram-se, então, por objeto de estudo a leitura da obra e os registros de recepção da leitura literária de alunos do ensino médio integrado ao curso técnico de duas escolas técnicas. As contribuições de Antonio Candido (2006; 2011), em relação à natureza da literatura e ao direito à literatura; e de Edward Said (2011), Homi Bhabha (1998) e Stuart Hall (2003), em relação à alteridade e narrativas de emancipação, subsidiaram a discussão sobre os aspectos interculturais intrínsecos à narrativa. Para fundamentar as análises dos registros das experiências, recorremos à Estética da Recepção, de Hans Robert Jauss (1994), à Teoria do Efeito, de Wolfgang Iser (1996; 1999) e ao Método Recepcional, de Maria da Glória Bordini e Vera Teixeira de Aguiar (1988). A metodologia foi organizada em duas etapas: a análise da obra e a análise dos registros de experiência literária. Para a análise da obra Terra sonâmbula, pautamo-nos no modelo de leitura intercultural de Margarida Morgado e Maria Natividade Pires (2010) a fim de indicar a representação da diversidade (personagens) e das relações com a diversidade (personagens e espaço). As experiências de leitura literária ocorreram tanto durante aulas regulares no contexto de ensino remoto quanto em encontros síncronos promovidos por meio da constituição de círculo de leitura conforme o Paradigma literário de Rildo Cosson (2019; 2020). A coleta das impressões de leitura foi realizada por meio de diários publicados em plataformas digitais. Construímos uma perspectiva de letramento literário pelo viés intercultural, convergindo as bases teóricas do modelo intercultural, do paradigma literário e da estética da recepção. Essa perspectiva orientou os processos de leitura durante o desenvolvimento do círculo literário por intermédio da escola. Constatamos a construção de ações educativas capazes de oferecer situações diversas, como a organização de uma comunidade leitora que demonstrou integração e participação durante o processo de leitura da obra; o uso de ferramentas e plataformas digitais que possibilitaram os encontros e os registros das experiências compartilhadas; a autonomia dos participantes para mediar as discussões; o reconhecimento dos parâmetros sobre diversidade e pluralidade. Acreditamos que as experiências de leituras foram perpassadas pelas dimensões estéticas, históricas, culturais e plurais, dessa forma, enriqueceram o repertório cultural dos participantes inseridos no contexto escolar.
The formation of the literary reader, especially that of the young reader, is sometimes provided by school education, so the teaching of literature should prioritize meaningful literary reading and not just fall back on pragmatism. Thus, our hypothesis establishes that the relationship between literary reading and interculturality emphasizes aspects such as alterity, culture, history and diversity, enabling fruition and expanding horizons. Our objective was to demonstrate the relationship between literary reading and interculturality, through the reading of an African work in the Portuguese language Terra sonâmbula, by Mia Couto.The objects of study were the reading of the book and records depicting the reception of literary reading by high school students of two technical schools. The contributions of Antonio Candido (2006;2011) about the nature of literature and the right to literature; and of Eward Said (2011), Homi Bhabha (1998) and Stuar Hall (2003), in relation to alterity and emancipatory narratives, subsided the discussion about cross-cultural aspects intrinsic to the narrative. To substantiate the analysis of the experience records, we recurred to the Aesthetic of Reception, by Hans Robert Jauss (1994), to Wolfgang Iser’s Theory of Effect (1996; 1999) and to the Recepctional Method, by Maria da Glória Bordini and Vera Teixeira Aguiar (1988). The methodology was organized in two stages: the analysis of the work, and of the literary experience records. For the analysis of the work Terra Sonâmbula, we relied on the intercultural reading model by Margarida Morgado and Maria Natividade Pires (2010) to indicate the representation of diversity (characters) and of the relations with diversity (characters and setting). The experiences of literary reading happened during the regular classes of remote teaching, as well as in meetings, forming a reading circle as stated in Rildo Cosson’s (2019; 2020) Literary paradigm. Reading impressions were gathered through diaries published on digital platforms. We constructed a perspective of literary literacy through an intercultural perspective, converging theoretical bases of the intercultural model, the literary paradigm and reception aesthetics. This perspective oriented the reading processes throughout the development of the literary circle in the school. We determined the construction of educational actions capable of offering diverse situations, such as the organization of a literary community that demonstrated integration and participation during the reading of the book, the use of digital platforms and tools that made possible encounters and the recording of shared experiences; the autonomy of the participant to mediate discussions; the acknowledging of parameters on diversity and plurality. We believe that the reading experiences were permeated by esthetical, historical, cultural and plural dimensions, thus enrichening the cultural repertory of the participants inserted in the school context.
The formation of the literary reader, especially that of the young reader, is sometimes provided by school education, so the teaching of literature should prioritize meaningful literary reading and not just fall back on pragmatism. Thus, our hypothesis establishes that the relationship between literary reading and interculturality emphasizes aspects such as alterity, culture, history and diversity, enabling fruition and expanding horizons. Our objective was to demonstrate the relationship between literary reading and interculturality, through the reading of an African work in the Portuguese language Terra sonâmbula, by Mia Couto.The objects of study were the reading of the book and records depicting the reception of literary reading by high school students of two technical schools. The contributions of Antonio Candido (2006;2011) about the nature of literature and the right to literature; and of Eward Said (2011), Homi Bhabha (1998) and Stuar Hall (2003), in relation to alterity and emancipatory narratives, subsided the discussion about cross-cultural aspects intrinsic to the narrative. To substantiate the analysis of the experience records, we recurred to the Aesthetic of Reception, by Hans Robert Jauss (1994), to Wolfgang Iser’s Theory of Effect (1996; 1999) and to the Recepctional Method, by Maria da Glória Bordini and Vera Teixeira Aguiar (1988). The methodology was organized in two stages: the analysis of the work, and of the literary experience records. For the analysis of the work Terra Sonâmbula, we relied on the intercultural reading model by Margarida Morgado and Maria Natividade Pires (2010) to indicate the representation of diversity (characters) and of the relations with diversity (characters and setting). The experiences of literary reading happened during the regular classes of remote teaching, as well as in meetings, forming a reading circle as stated in Rildo Cosson’s (2019; 2020) Literary paradigm. Reading impressions were gathered through diaries published on digital platforms. We constructed a perspective of literary literacy through an intercultural perspective, converging theoretical bases of the intercultural model, the literary paradigm and reception aesthetics. This perspective oriented the reading processes throughout the development of the literary circle in the school. We determined the construction of educational actions capable of offering diverse situations, such as the organization of a literary community that demonstrated integration and participation during the reading of the book, the use of digital platforms and tools that made possible encounters and the recording of shared experiences; the autonomy of the participant to mediate discussions; the acknowledging of parameters on diversity and plurality. We believe that the reading experiences were permeated by esthetical, historical, cultural and plural dimensions, thus enrichening the cultural repertory of the participants inserted in the school context.
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Palavras-chave
Experiências de leitura literária, Letramento literário, Interculturalidade, Formação do leitor, Literatura luso-africana