http://lattes.cnpq.br/5823561325555364; SOUZA, Ana Carla.
Resumen:
On the assumption that there are limitations and difficulties around the teaching of
literature, we believe that the approach of literary text in the classroom should be
conducted by a methodology that provides students with the opportunity to expand
their knowledge to each text read. According to this, the role of the instructor is to
provide methodological alternatives, in order to inspire the students to the literary
text. In view of this reality, our research has as general objective to verify receipt of
memoirist narrative Por Parte do Pai (1995) by Bartolomeu Campos de Queirós
realized by students of the ninth grade of elementary education. For this reason, we
develop strategies that encourage students to read the book and that was in line with
the reality of class. As specific objective, we observe the perception of students
about Por Parte do Pai (1955), trying to identify if they perceive the memoirist trace
present in the book, and which the constructions of meanings attributed by them
around the narrative; investigate the concern of students about the poetic elements
used by Bartolomeu Campos de Queirós, relating them to their everyday experience,
checking, so if there is identification between the work and the experience of them;
and investigate if the methodological strategies used in the approach of the work help
to bring students of literary text and allow the expansion of their expand of reading.
From the theoretical point of view-analytic, we discussed about poetry, prose and the
title poetic prose; then about the theme memory; we emphasize some aspects of
autobiographical writing and show the interpretative reading of the work. To elaborate
this study, we used the theoretical knowledge based on authors such as: Cortázar
(1993), Donald Schuler (1989), D'Onofrio (2004), Koshiayma (1996), Lejune (2014),
Lima (2011), and Miranda (2009). In a second moment, we found the theory of the
Aesthetics of Reception (Teoria da Estética da Recepção), which prioritizes the
player, who is a key element of this discussion, and highlight the importance of
reading literature in schools. To this, we use the contributions of Candido (1995),
Jauss (1994), Jouve (2002), Iser (1996), Nóbrega (2012), among other theoretical.
With regard to the implementation of this action research, taking as a basis the
guiding questions: How students will receive the work Por Parte do Pai (1995), with a
view to the peculiarities of this memoirist narrative and which contributions will be
obtained in fact after this experience? We conclude that the work was satisfactory.
Although, sometimes, students have demonstrated resistance, we encourage the
class to follow the steps of the reading of the work and to participate in the
discussions. The contributions extend not only to the students of the ninth grade of
elementary education, but also to the school and teachers who wish to use this
experience as a starting point to develop their own methodological strategies.
