O diálogo entre o ensino de literatura inglesa e o cinema: método e recepção.

Abstract

Movies are constantly used as a method’s resource by teachers in their classes, however, they have been used only to fill in some moments of classes. One thing that must be investigated is how the use of movies in english literature classes can contribute for the students’ learning process. Regarding this question, we bring this work which aims to analyse the way movies are used as a methodological resource in development work with the literary text of english literature classes in higher education institutions. In particular, our objective is to identify and analyse the way teachers use movies in their classes and how do students receive and understand the literary text after watching their adaptations. As a theoretical support, we present some studies about prose narratives (BARTHES, 1976), such as cinematic narratives as a language, passing through the presentation of film adaptation’s concept (BRITO, 2006). We have highlighted the work with literature in classes and the possibilities of also using movies in this context. We have picked up the concept of shared reading (COLOMER, 2007), the right to literature (CANDIDO, 2004), and the importance of the interaction among text and reader approached by Reception Theory (ISER, 1979), from which we have reflected about the relations between movie and its viewer. Methodologicaly, this research is divided in two parts: application of a questionnaire for teachers and students, and observation of classes in which the literary text was studied along with its film adaptation. We have identified that the methodology adopted by the teachers was appropriated for their teaching proposals, because there was a focused class planning, which was developed in a coherent way in the classroom. We can conclude that the use of movies as a methodological approach wasn’t only a way to illustrate movies themselves during classes, but it was a motivating element for students’ learning.