Um “embargo” em sala de aula: leitura de José Saramago no Ensino Médio.

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.