O eu que se quer negro: recepção de contos de Cuti por professores.

Abstract

This paper aims at investigating the reception of short stories "Boneca", "Incidente na Raiz" and "Dívida em Vida", by the author Cuti, for the public school teachers in order to check the expansion of horizons of expectations. Speciffically, our objectives are analyze the tales of Cuti above mentioned considering the representation of black characters in the texts; Scan the horizon of expectations of teachers and verify the contribution of basic sequences used in reading mediation process. For this, it was based on the Official Documents for Education in Brazil: PCN (2000), OCEM (2008) and the Guidelines and Actions for the Education of Racial-Ethnic Relations (2006), along with theoretical reading on the example of Iser ( 1996), Jauss (1994) and Jouve (2002) and theories about the literary reading instruction, such as Aguiar and Bordini (1988) and Cosson (2006). Secondly, we use the ideas of Bernd (1988) to discuss the concept of black literature, as well as Cuti (2012) and Fonseca (2010) to base our discussions on the presence of the black literary production in Brazil. From the analysis of data obtained in the discussions held by our collaborators about the texts studied, we can observe that although in possess of virtually no knowledge of the Brazilian black literature, the four readers perceived the text openings and sought, through information sharing, fill these spaces with meanings. The methodology used for reading the texts consisted of the junction of the basic sequence with elements of Recepcional method. We perceived that this approach was favorable for the results achieved, as the motivation (basic sequence) prepared and introduced assisting in the tale theme. Either through image, music or text genres was possible previously enter the text and instigate the participants for the next moment - the reading. With the help of Recepcional method, we ascertained the expansion of the horizon of expectation of the participating readers, in view of the discussions arising from the act of reading. Thus, we see the need for methods that allow the subject to a maturing process in your reader / mediator.