MELO, J. F.; http://lattes.cnpq.br/3184398349624127; MELO, Jussara Ferreira.
Abstract:
This work’s objective is to present some notes about literary reading at school and then to
describe and analyse important aspects regargind reading literary texts on a public high
school classroom located in Campina Grande, Paraíba. For this, we have observed the
thematic issues related to the short story “Embargo”, written by José Saramago, a
Portuguese writer. Among the theories we have been used to explain this research we
highlight, based on Reception Theory, the concepts of the expectation’s horizon and
aesthetic experience, both assigned by Jauss (1979), and the empties, presented by Iser
(1979). Regarding to the methods used to teach literature, we tried to approach it to a
model presented by the Orientações Curriculares para o Ensino Médio (2006), which
suggests a methodology that highlights the real contact between students and the literary
text; besides, we have also recurred to the Referenciais Curriculares para o Ensino Médio
da Paraíba (2007). Still about this subject, we have recovered the meaning of literary
literacy, presented by Cosson (2001), besides other reflections brought by Jouve (2002),
Colomer (2007), Bordini and Aguiar (1993). Our class experience has confirmed that the
full reading of literary texts is a real need when we understand that one of the objectives
of this exercise is to form critical readers. Besides, we could prove that students become
more motivated and participative by feeling that they are in an open environment, so they
realize that their life experiences are valid to read a literary text.