A embolada na sala de aula: recepção, vocalidade e performance.

Abstract

This research had as objective to observe the reception of the embolada in the classroom through a reading experience in the 9th year of elementary school. During the experiment, we verified how was the reception of the students using the performative, sonorous and rhythmic aspects of the embolada through a methodology of reading that started from the categories of vocality and performance. From the theoretical references that guided the research, we highlight the reflections of the Reception Aesthetics with Jauss (1979), (1994) and Iser (1999) when discussing the role of the reader in relation to the work, the horizons of expectations, the three fundamental points of aesthetic fruition (production, reception and communication) and the empty places. As strategies for reading in the classroom we use Zumthor (2014), Kefalás (2012) and Oliveira (2009), (2010) e (2018) on reading, reception and performance. Addressing the bias of orality we rely on in Cascudo (2006) and Zumthor (1993) (2010). As for the theoretical-methodological orientations, we had Bordine and Aguiar (1988) and Cosson (2011). As for the embolada, we take as base the studies of Queiroz (2002), Sobrinho (2003), Travassos (2010) and Ayala (1999) e (2009). The embolada, besides the comic approach and the sonorous and rhythmic, resources like the figures of sound and the rhythm, aided by the tambourine, it presents a narrative structure that even is transcribed and transformed into leaflets (cocos de cordel). In the moments of reading in the classroom we found that the experience with the embolada can become significant to enable the involvement through the game with the words. The reception of the students was possible from the performative reading performed by them and mediated by the teacher.