SILVA, J. A.; http://lattes.cnpq.br/4183081547615247; SILVA, Jacklaine de Almeida.
Resumo:
Inside of Graciliano Ramos' works, he is considered an author with complex texts also not
available to the public in general, the literary critic has been approached on his infantile
characters separately, hindering his work relevance at all. Through the bibliographical
research data, it was observed that the author is little explored in the fundamental and
high school teaching and text books, and his juvenile inclination is not properly explored
by the literary critic or in text books. For that reason, this study intends to work in the
following narratives: The skinned boys' earth (infantile story: 1937); Luciana (1946) and
Minsk (1945) (Insomnia stories), in order to analyze the juvenile character's representation
in Graciliano Ramos also to examine the reception of those stories in the classroom, from
the following subjects: Which is the infantile character's relevance in the author's work?
How fundamental teaching students would receive the suffering expression and infantile
exclusion presented by Graciliano Ramos? It departures from an hypothesis of the daily
representation, such as: anxieties and expectations, besides difficulties the young
characters possess in understanding themselves being placed historically and
psychologically on their social context, throughout discovery and ripening moments,
possibly, the beginning reader should be involved, once that those problems synthesize
and project the infant-juvenile human experience. With this intention, the pedagogic
experience is developed through a didactic sequence, in a public school. The main source
data were the student-collaborators answers to the reading routes and the questions done
in the classroom. Through a theoretical point of view, this research story analysis is based
on the comprehension slope, according to authors as Bosi (2003a), Echo (1993),
Eagleton (1983), among others. It refers to the literature teaching; it leaned in the
aesthetics, reception and effect theory, related to the proposals of Jauss (1994), Chartier
(2001), Iser (1979), Zilberman (1989) and in Chiappini (2005), Cosson (2006) and
Pinheiro (2003), methodological proposals among others. Although, initially, the research
turned to the appealing the infantile characters' suffering, in the author's work, the
students read the narratives through another point of view: the amusement and game,
teaching the researcher teacher observe the stories from other perspective. This research
shows that there are several interpretations for the same text that student's experience
may be let in consideration.