As meninas: análise do percurso narrativo de três personagens de Lygia Fagundes Telles numa perspectiva de leitura em sala de aula.

Abstract

Considering the writing process on the novel As Meninas and its possible relations with the context about the military dictatorship in Brazil, we aimed, in our research, to analyze the identity trace on the three main characters on the narrative – Lorena, Lia and Ana Clara. Published in 1973, by Lygia Fagundes Telles, the work has as background the military dictatorship and it makes a parallel among the lives of the three young girls, built in a transitory, fragmentary and incomplete way, using the concepts of simulated identity and discard identity by Zigmunt Bauman (2005), which discusses about the fluidity in the liquid-modern world and the condition of the contemporary subject as it develops questions such as belonging, fragmentation, subclass, and so many others. Henceforth, the guidance question of the searching refers to the traces and reflections on the historical context: Would they be the inspiration for the complex and transitory construction on the narrative focus? We also questioned about the possibility of reading of the mentioned literature work in the classroom, as we did not find any report on the journals from CAPES platform. Then, we identify as our main objectives: a) to analyze the work As Meninas from the mutable, diffuse and complex construction on its perspective of narrative, traveling through the trajectory of its three main characters – Lorena, Ana Clara and Lia; b) to investigate the importance as we as the possibility of the reading of the novel in the classroom. As specific objectives: a) to verify the aspects of the identities on the journey of the characters; b) to identify the presence or no presence of reports of practice of reading on the referred novel in classrooms in a corpus of 10 (ten) abstracts of dissertations and theses on CAPES platform (A Brazilian foundation responsible for quality assurance in undergraduate and postgraduate institutions in Brazil); c) to formulate a reading proposal in order to work with the novel in classrooms in 3rd grade High School, through Reading Circles and the Literary Literacy from Rildo Cosson (2018, 2019). We used theorical references related to objectives on the proposed study, such as: Ridenti (2000), Löwy and Sayre (1995), Zygmunt Bauman (2005), Regina Dalcastagnè (1996), Rildo Cosson (2018, 2019), and some others. We observed during the research that the voices which self-intercalate and the constant monologues are possible representations of the truculent period of the dictatorship as well as of the changes of a pos-modern society which do not bring reports about utopias, but actually negative epic events. Then, there is a reduction of action over-placing the flows of conscious and a chaos of thoughts which are fleeting and useless. This massive introspectiveness of the characters is the only alternative, since the external experiences are different. In addition, concerning to the researches which were selected, we observed that they did not have reports about practices in classrooms with the analyzes of the romance. On the other hand, we presented a proposal so that, in a future academic experience, we may promote the reading and share the results. This research was developed considering the intrinsic relationship on the novelist genre with social reality, being this the reason to analyze the novel in a sociologic perspective as well as to formulate a plausive proposal for the reading of the referred novel in classroom, taking in consideration that there are still obstacles to the reading of texts more complex and long in literature classes in schools and therefore we can reflect and rethink our practices as researcher teachers/educators.