Por um ensino com graça: literatura e humor na sala de aula.

Abstract

This research focuses the description and reflection on a shared reading experience, done in a class of the first year of high school in a public school in the interior of Pernambuco, with the twines Proezas de João Grilo, by João Ferreira de Lima and João Martins de Athayde, and As palhaçadas de Pedro Malazarte, by Francisco Sales Areda. Through the data of this experiment, we tried to observe the contributions that humor can bring to the teaching of literature and literary reading. Throughout the discussions on the reception of texts, we also seek to find out how the students understood the humorous construction of the stories and characters of these leaflets. In this perspective, to discuss general aspects of laughter and humor, we take as a starting point the discussions of some theorists, such as Bergson (2004), Propp (1992) Travaglia (1990) and Martins (2003). With regard to the study on the capacity of humor to contain social criticism, we support mostly on placements of Bakhtin (1987) and Frye (1957), about satire. The studies of these authors also corroborated the analysis of the constitution of the characters in each of the leaflets, focused also from discussions of González (1994; 1988) about neopicaresca. The cordel literature and its main characteristics, important to the formation of the student as a reader, were elucidated mainly from discussions of Pinheiro(2013), Marinho and Pinheiro (2012), Abreu (1999) and Ayala (1997). Finally, to describe the experience in the classroom, we appropriate questions about the literary reading teaching, listed by some official documents such as Orientações Curriculares Nacionais para o Ensino Médio (2006) and by some scholars as Cosson ( 2006), Rouxel (2014), Colomer (2007) and Aguiar and Bordini (1988). The reading experience data gave birth to important discussions about the formation of readers, since it became clear that the methodology used in the interventions took the students to establish meaningful relationships with the leaflets, which demonstrated the possibility to approach text and student from a literary work of reading in the classroom that takes into account the experiences of the subjects. The reception of the texts also supported the idea that humor and cordel literature can become an alternative to promote the cultivation of critical thinking and at the same time awakening in students the interest for reading literature in school.