A hora da estrela de Clarice Lispector: uma proposta de formação leitora para o 3º ano do ensino médio.

Abstract

The teaching of Literature in Brazil is guided by a historicist model, in which the literary text is preconceived only as a result of historical facts, lacking social and cultural influences. Given this finding, the present work aims to analyze A hora da Estrela (1998), by Clarice Lispector, from a sociocultural perspective and, in the midst of these discussions, to suggest a proposal for literary literacy for the third year of high school. in light of Cosson's basic sequence (2021). Therefore, we list as general objective: Contribute to the formation of the reader with an intervention that proposes the reading of A hora da Estrela, by Clarice Lispector, highlighting aesthetic and sociocultural aspects. As specific objectives we aim to: Reflect on the approach to teaching Literature, with emphasis on the BNCC; describe literary and sociocultural aspects of the work A hora da Estrela, observing characteristics of Clarice Lispector's writing in relation to modernist prose; to elaborate a Didactic Sequence to work with the literary reader. Authors such as Candido (1970, 2006, 2011), Bosi (2015), Nunes (1989), Borges (2014), Todorov (2009), BNCC (2018), Cosson (2021), among other authors were used for this research. relevant. The research of this Course Completion Work (TCC) is bibliographical, exploratorydescriptive, with qualitative content, of an applied nature, according to Gil (2002). As a result of this research, we developed a proposal for training in reading for the third year of high school, through the literary work A hora da Estrela, which encompasses literary, social, cultural, historical and philosophical aesthetic elements. With this, we demonstrate that the teaching of literature can and should be inclusive and diverse.