A representação da literatura em comunidades virtuais de leitores e o reflexo na leitura do cânone
Carregando...
Data
2022-04-11
Autores
Batista, Patrícia Antonino da Silva
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A formação do leitor literário, aluno do ensino médio, ainda é um grande desafio nos contextos de ensino. Sendo assim, cremos que apreender as representações da literatura das quais os jovens se apropriam seja um passo importante a ser dado na busca por mudanças no ensino da literatura. Por isso, entendemos que a análise da representação da literatura disseminada no contexto escolar requer sua compreensão, antes, como prática cultural que, constituída dentro de uma estrutura social ampla, também a representa. Daí a relevância de reconhecermos a relação da literatura com as novas formas de interação social. Orientados nesse sentido, definimos como objetivo central deste trabalho de pesquisa a análise das representações de literatura emersas do ambiente virtual, por meio da investigação de comunidades virtuais de leitores, e do ambiente escolar. Nossa hipótese de pesquisa considera o surgimento de novos modelos de letramento literário no meio digital, apesar de ainda predominar nas comunidades virtuais de leitores investigadas a representação de literatura já existente na escola. Ou seja, cremos que a inserção do discurso literário nos dois ambientes se efetive a partir de algumas práticas fundantes parecidas, o que leva à reapropriação de modelos pré-existentes da representação de literatura. No ambiente digital, a investigação de duas comunidades virtuais de leitores, Skoob e Booktube, permitiu a identificação de práticas igualmente constituídas a partir de uma determinada representação da literatura. A leitura de uma obra - Vidas secas, de Graciliano Ramos - representativa do cânone brasileiro, divulgada por uma booktuber e por membros da comunidade Skoob, também nos auxiliou nesta investigação. Por meio do exame das orientações oficiais da educação referentes ao ensino da literatura das últimas décadas buscamos captar os fundamentos norteadores da prática do professor no ensino médio, os quais, consequentemente, levam à apropriação de um modelo da representação de literatura pelo aluno. Em relação ao percurso metodológico, definimos esta pesquisa como qualitativa e de cunho antropológico, ancorada na netnografia e na análise documental. Quanto ao aporte teórico, adotamos uma perspectiva que contempla a tradição do valor da literatura como formação, segundo Candido (2011), fundamentando nossas reflexões na definição de literatura a partir de Barthes (2009, 2012), na teoria das representações sociais de Chartier (1991, 1988), nas noções de distinção social propostas por Bourdieu (2002, 2007, 2011), nos conceitos de letramento metamidiático definidos por Lemke (2010) e de cultura participativa e convergente apresentados por Jenkins (2015). Os resultados desta investigação apontam para mudanças bastante significativas na representação dos sujeitos envolvidos nesse processo, o que pode suscitar reflexões e novos encaminhamentos para uma mudança nos modos de se relacionar com a literatura no ambiente escolar. Cremos que a relação estabelecida entre as formas específicas de interação dos leitores e esses novos suportes requer atenção, uma vez que pode revelar procedimentos capazes de promover uma relação mais profícua entre leitor e texto literário, um grande desafio nos atuais contextos tradicionais de ensino.
The formation of the literary reader, high school student, is still a major challenge in the educat ional contexts. Therefore, we believe that grasping the representations of the literature that young people appropriate is an important step to be taken in the search for changes in the teaching of literature. For this reason, we understand that the analysis of the representation of the spread literature in the school context require their und erstanding, first, as a cultural practice that, constituted within a broad social structure, also represents it. Hence the relevance of recognizing the relationship of literature with new forms of social interaction. We were guided in this sense and define d, as the central objective of this research work, the analysis of the representations of the emerged literature from the virtual environment through the investigation of readers´ communities, and the representations of literature predominant in the school environment, constituted from the guidelines of official education documents. Our hypothesis establishes the emergence of new models of literary literacy in the digital environment, although there is still a predominance, in the virtual communities of inv estigated readers, the representation of literature already existing at school. In other words, we believe the appropriation of literary discourse in both environments is effective from some similar founding practices, which leads to the reappropriation of preexisting models of literature representation. In the digital environment, the investigation of two virtual communities of readers, Skoob and Booktube, allowed the identification of practices equally constituted from a certain representation of the lit erature. The reading of a work Graciliano Ramos-- Vidas secas, by representative of the Brazilian canon, published by a booktuber and members of the Skoob community, also assisted us in this investigation. By examining the official guidelines of education related to the teaching of literature, of the last decades, we seek to grasp the fundamentals that guide the teacher´s practice in high school, which, consequently, lead to the appropriation of a model of the representation of literature by the student. In this thesis, the study of social representations was made as a way of explaining actions and practices, driven by properly social factors, that go through the educational process and the virtual communities of readers, concerning to literature and literar y reading. We take representations as a system of interpretation that guides our relationships with the world and with others, always determined socioculturally and in specific practices that enable it to be. In relation to the methodological approach, we qualitative and anthropological character, anchored in define this research as ethnography and in the documental analysis. About the theoretical support, we adopt a perspective that contemplates the tradition of the value of literature as formation , accord (2011) ing C a ndido , basing our reflections in the definition of literature from Barthes (2009, 2012), in Chartier´s theory of social representations (1991, 1988), in the notions of social distinction proposed by Bourdieu (2002, 2007, 2011), in the concepts of metamedia literacy defined by Lemke (2010) and participative and convergent culture presented by Jenkins (2015). The results of this investigation point to quite significant changes in the representation of the subjects involved in this process, which can raise reflections and new directions for a change in the ways of relating to literature in the school environment. We believe that the relationship established between the specific forms of reader interaction and these new supports requires attention, since it can reveal procedures capable of promoting a more fruitful relationship between reader and literary text, a major challenge in current traditional teaching contexts.
The formation of the literary reader, high school student, is still a major challenge in the educat ional contexts. Therefore, we believe that grasping the representations of the literature that young people appropriate is an important step to be taken in the search for changes in the teaching of literature. For this reason, we understand that the analysis of the representation of the spread literature in the school context require their und erstanding, first, as a cultural practice that, constituted within a broad social structure, also represents it. Hence the relevance of recognizing the relationship of literature with new forms of social interaction. We were guided in this sense and define d, as the central objective of this research work, the analysis of the representations of the emerged literature from the virtual environment through the investigation of readers´ communities, and the representations of literature predominant in the school environment, constituted from the guidelines of official education documents. Our hypothesis establishes the emergence of new models of literary literacy in the digital environment, although there is still a predominance, in the virtual communities of inv estigated readers, the representation of literature already existing at school. In other words, we believe the appropriation of literary discourse in both environments is effective from some similar founding practices, which leads to the reappropriation of preexisting models of literature representation. In the digital environment, the investigation of two virtual communities of readers, Skoob and Booktube, allowed the identification of practices equally constituted from a certain representation of the lit erature. The reading of a work Graciliano Ramos-- Vidas secas, by representative of the Brazilian canon, published by a booktuber and members of the Skoob community, also assisted us in this investigation. By examining the official guidelines of education related to the teaching of literature, of the last decades, we seek to grasp the fundamentals that guide the teacher´s practice in high school, which, consequently, lead to the appropriation of a model of the representation of literature by the student. In this thesis, the study of social representations was made as a way of explaining actions and practices, driven by properly social factors, that go through the educational process and the virtual communities of readers, concerning to literature and literar y reading. We take representations as a system of interpretation that guides our relationships with the world and with others, always determined socioculturally and in specific practices that enable it to be. In relation to the methodological approach, we qualitative and anthropological character, anchored in define this research as ethnography and in the documental analysis. About the theoretical support, we adopt a perspective that contemplates the tradition of the value of literature as formation , accord (2011) ing C a ndido , basing our reflections in the definition of literature from Barthes (2009, 2012), in Chartier´s theory of social representations (1991, 1988), in the notions of social distinction proposed by Bourdieu (2002, 2007, 2011), in the concepts of metamedia literacy defined by Lemke (2010) and participative and convergent culture presented by Jenkins (2015). The results of this investigation point to quite significant changes in the representation of the subjects involved in this process, which can raise reflections and new directions for a change in the ways of relating to literature in the school environment. We believe that the relationship established between the specific forms of reader interaction and these new supports requires attention, since it can reveal procedures capable of promoting a more fruitful relationship between reader and literary text, a major challenge in current traditional teaching contexts.
Descrição
Palavras-chave
Comunidades virtuais de leitores, Representação da literatura e da leitura literária, Literatura e ensino, Leitura do cânone, Literat and teaching