Memórias de família: uma experiência de leitura literária no ensino fundamental com a obra Por parte de pai, de Bartolomeu Campos Queirós.

Abstract

On the assumption that there are limitations and difficulties around the teaching of literature, we believe that the approach of literary text in the classroom should be conducted by a methodology that provides students with the opportunity to expand their knowledge to each text read. According to this, the role of the instructor is to provide methodological alternatives, in order to inspire the students to the literary text. In view of this reality, our research has as general objective to verify receipt of memoirist narrative Por Parte do Pai (1995) by Bartolomeu Campos de Queirós realized by students of the ninth grade of elementary education. For this reason, we develop strategies that encourage students to read the book and that was in line with the reality of class. As specific objective, we observe the perception of students about Por Parte do Pai (1955), trying to identify if they perceive the memoirist trace present in the book, and which the constructions of meanings attributed by them around the narrative; investigate the concern of students about the poetic elements used by Bartolomeu Campos de Queirós, relating them to their everyday experience, checking, so if there is identification between the work and the experience of them; and investigate if the methodological strategies used in the approach of the work help to bring students of literary text and allow the expansion of their expand of reading. From the theoretical point of view-analytic, we discussed about poetry, prose and the title poetic prose; then about the theme memory; we emphasize some aspects of autobiographical writing and show the interpretative reading of the work. To elaborate this study, we used the theoretical knowledge based on authors such as: Cortázar (1993), Donald Schuler (1989), D'Onofrio (2004), Koshiayma (1996), Lejune (2014), Lima (2011), and Miranda (2009). In a second moment, we found the theory of the Aesthetics of Reception (Teoria da Estética da Recepção), which prioritizes the player, who is a key element of this discussion, and highlight the importance of reading literature in schools. To this, we use the contributions of Candido (1995), Jauss (1994), Jouve (2002), Iser (1996), Nóbrega (2012), among other theoretical. With regard to the implementation of this action research, taking as a basis the guiding questions: How students will receive the work Por Parte do Pai (1995), with a view to the peculiarities of this memoirist narrative and which contributions will be obtained in fact after this experience? We conclude that the work was satisfactory. Although, sometimes, students have demonstrated resistance, we encourage the class to follow the steps of the reading of the work and to participate in the discussions. The contributions extend not only to the students of the ninth grade of elementary education, but also to the school and teachers who wish to use this experience as a starting point to develop their own methodological strategies.