Entre lobos e bruxas: recepção de narrativas de Rosa Amanda Strausz.

Abstract

This research of a master's has as general objective to investigate the reception of the fairy tales Mamãe trouxe um lobo para casa! (2010) and A coleção de bruxas de meu pai (2010) from Rosa Amanda Strausz focusing on the renewing of the protagonists characters of this narratives and its implications for the extension of reading repertory of young readers. Covering a formative character; seeking to promote actions of literary literacy in child’s literary phase we conducted an action research, with a qualitative approach, based on Moita Lopes (1996), Thiollent (2002), Chizzotti (2008) and Chiappini (2005), in which the interaction between reader-text, reader-reader, in which the classroom environment served as data source was sought. To reading of the short stories of Strausz, we followed, methodologically, the steps of two expanded sequences, suggested by Cosson (2006) for the promotion of literary literacy in school. This sequence was chosen in view of the target audience of this intervention, which was a class of 3rd Year, Elementary School I, of the municipal education network of Acari-RN. Our theoretical foundation is based on the Aesthetics of Reception, in JAUSS (1979:1994) and Zilberman (1989), in Theory of Aesthetic Effect, in Iser (1979:1996). Regarding Reading and Literary Literacy at school, in Paulino and Cosson (2009) and in Zilberman and Silva (2008). On Strategies for Reading Mediation in the Classroom, in Cosson (2006) and Rouxel (2013). About Theory of the Tale, in Bosi (1977) and in Gotlib (1990). Concerning Children's Literature and traditional and renewed fairy tales, in Coelho (1991) and in Zilberman and Magalhães (1987). As for intertextuality, in Kristeva (1979) and Bakhtin (1997). The combination of literature and its teaching promoted a rich aesthetic experience and the promotion of literacy actions in the literacy phase and pointed out strategies for mediation of the literary text in the classroom, from the planning of actions of detection and fulfillment of expectations horizons of the readers, with the subsequent disruption of the first readings of the classic fairy tales and the expansion of the repertoire of literary readings; factors that are significant for the reader-child formation.