Entre cigarras e formigas: leituras e recepção de Esopo, La Fontaine, Lobato e Manoel Monteiro no ensino fundamental I.

Abstract

This work presents a proposal of living with literary reading in the classroom, having as subjects students of the 5th year of Elementary School I, through reading the classic fable The cicada and the ant, whose "origin" is attributed to the fabulist Aesop, and versions adapted by the following writers: La Fontaine (17th Century), Monteiro Lobato (2010) and Manoel Monteiro (2012). The research aimed to investigate, through reading experience, the aesthetic reception of the four versions, observing aspects such as horizons of expectation and repertoire of reading presented by the students of the class referred to, the Municipal School Deputy Tertuliano de Brito, the municipality of São João do Cariri-PB. Thus, this study constituted a research - action and in bibliographical research. As theoretical references to support our reflections, we used the ideas of Cosson (2006), Soares (1999), Colomer (2017), Chiappini (2005), Cademartori (2012) and Rouxel (2014) to discuss aspects related to literary reading in school; Jauss (1994), Iser (1996), Jouve (2002), Compagnon (2006), Zilberman (2003), Aguiar and Bordini (1988), on Reception Aesthetics; Coelho (2000), Cascudo (2006), Oliveira (2011), Dezotti (2003) and Santos (2003) on the concept and trajectory of the fable in the context of children's literature; Abreu (2004), Ayala (1997) and Ribeiro (1987), to deal with aspects related to popular culture and Marinho and Pinheiro (2012) in the discussion about the cordel and its use in school everyday. The results of the research revealed that, through the literary reading experience developed, not only in the classroom, but in other spaces of the school, such as library and courtyard, we were able to favor a playful involvement in the reception of the four versions of the fable object of this study, especially in relation to the second part of the narrative constructed by Lobato, in prose, as well as in what concerns the adaptation in verses, by the poet Manoel Monteiro. We verified that the adopted strategies, because they were systematized, planned, pleasant and based on dialogue and shared reading, allowed the readers to meet the texts, a fact that makes us believe in the possibility of the mediators of reading, who can carry out an effective and affective work with reading literary school, leading children to develop autonomy, creativity, imagination, reflection and, above all, humanization.