Com o cordel na mão: uma experiência de leitura com A Viuvinha de José de Alencar.

Abstract

This research is focused on promotion of reading the classics of literature on school through the adaptation in string. The proposal carried out was verifying the reception of the novel “A Viuvinha”, by José de Alencar and of the leaflets “ Os Martírios de Jorge e Carolina, by the poet Manoel Pereira Sobrinho, and “Jorge and Carolina”, by Rouxinol do Rinaré in a 9th classroom of a school from the municipality of Alagoa Grande PB. We could characterize the text reader relationship from the studies on the aesthetics of the reception following the parameters of an exploratory research which enabled the conditions to investigate in a reflexive way the data collected through instruments such as audiovisual recordings, for the perception and discussion around the reception and expressions of the students during the act of reading. Thus, our performance presented an ethnographic characteristic which requires the effective participation of the researcher interacting directly with those involved in the research highlighting more the educational process and not only the final result of the research (OLIVEIRA, 2007). To do so, we applied a reading experience following the basic sequence proposed by Cosson (2012) in a period of 10 classes. The results were systematically analyzed in frames and analyzed in the perspective of qualitative approach, once, we concentrated on understanding some aspects of the texts commonly worked and the reception of reading, the literary genre used (the string) associated with the dynamics of the basic sequence proposal to accentuate the reader training in the school. This experience showed clearly the students involvement in the practice of reading demonstrated by the reception and interaction with the texts, especially with the leaflets, which enabled a greater understanding of the story and identification of themselves since the language provided greater approximation between reader and text. We also realized that the use of some methodological practices and strategies became instruments of understanding the text because they were rethought and proposed in a more dynamic and playful way waiting the student could express their point of views positioning about the written text. In this sense, the pleasure of reading became notorious in the countenance and the words of each student through the discussions and the suggested written activities. To guide and substantiate our weightings, we counted on the contributions of some authors such as Marine and Pinheiro (2012), which make approaches around the string in the classroom; Maria Ignez Novais Ayala (2003), Marcia Abreu (2004), who talk about popular culture and the literature of string; Caldin (2002), Cosson (2012), Lajolo (1985), Candido (1995), which allude to reading and reading literary; Robert Stam (2006) who discerns on the adaptation process; Adornment (2003) and Cohen (1974) on the poetic construction and on the aesthetics of the reception, we supported in Jauss (1994) and Iser (1999).