Literatura no contexto da ditadura: uma experiência de ensino com a Mãe Judia, 1964, de Moacyr Scliar.

Abstract

Some fictional narratives of undeniable literary quality reflect on the military regime, such as As meninas, by Lygia Fagundes Telles, Azul corvo, by Adriana Lisboa, A mancha, by Luiz Fernando Veríssimo, among many others However, it is clear that these works are not worked in the school context, because most teachers do not have significant knowledge of this type of literature, which seeks to portray not only the memory of a time, but also to scrutinize life under oppression. In this sense, starting from the problem that Basic Education students do not have a broad understanding of the fiction produced in this period, this research proposes to analyze the representation of the Military Dictatorship and the implications of this historical context in the behavior of the main characters in the story Mãe Judia , 1964 , by the gaucho writer Moacyr Scliar, based on reading interactions with the students of the 3rd year of High School, from the State School of Elementary and High School“ Celso Mariz ”, located in the city of Sousa-PB, in a perspective of reader training. The present work is a part of a qualitative study, of an exploratory character, since it was guided not only by interpretation and analysis of the work in question, but also by the subjective aspects of the reception of the literary text made by the students. The questions is motivated our research were: How can a give work lead the students to a critical reflection on the military dictatorship? How can we observe the relationship between the subjectivity of the mãe judia (main character in the story) and the period under examination? Based on these questions, the specific objectives are: a) To explore, analytically, the main characters of the work under study, from the context of the Military Dictatorship; b) To problematize in the classroom, the participation of civil society as an element of support for the military coup, through the aforementioned tale. c) Reflect on the contributions of the narrative under study for the understanding of the historical situation discussed in it, with the students. Thus, so that we could achieve the objectives intended in this research, didactic strategies were carried out from the main stages of the Reception Method, proposed by the researchers Aguiar and Bordini (1988). Through this method, we provide students with a meaningful reading experience with the short story Mãe Judia, 1964. As a theoretical basis, we rely on teaching research and reading training by Bordini and Aguiar (1988), Colomer (2007), Ligia Cademartori (2009), Michèle Petit (2008), Pinheiro (2018), among others; In the studies on the space of Oziris Borges Filho (2005-2007) and Osman Lins (1976) and, without touching on Literature and History, we take as a basis the conceptions of Regina Dalcastagnè (1996-2008), Tânia Pellegrini (1996), Eurídice Figueiredo (2017), among others. Anyway, the aforementioned research shows how important it is for the teacher to devise efficient methodological strategies that prioritize not only the student's participation and creativity, but also his baggage of linguistic and social experiences. In addition, Scliar's text allowed for a critical reflection on the atrocities committed by the regime of exception tostudents.