Da margem para o centro da aula: leituras e discussões sobre a representação feminina em contos de Maria Valéria Rezende.

Abstract

During decades the study of literature has been restricted to historiography, through the chronologic exposition of literary movements, their main characteristics and authors. However, this kind of teaching does not contribute to the development of readers' autonomy and criticality, as suggested by researchers. Therefore, the desire to add a study focused on the aesthetic aspects of literary texts as well as on their social dimension to the 'Programa de Pós-graduação em Linguagem e Ensino'. Based on this will, we chose two short stories of Maria Valeria Rezende, "O Mundo visto do alto" and "O tempo em que Dona Eulalia foi feliz", as our object for study. This research aimed at describing and analyzing the reception of the texts by a group of high-school-second-year students of a public institution in the City of Campina Grande, observing how feminine issues were taken and reworked by them. Data collection was carried out through audio recording, notes taken during the intervention, non-directive interviews with students' former teacher, survey questionnaires, and a webpage on Facebook where photos of a play enacted and filmed by students were displayed. Theoretical assumptions which guided this research are divided into three tenets: the first is related to gender studies; the second to the understanding of the reception of literary texts and the third related to the teaching of literature. Concerning gender studies, we highlight the following works: Butler (2010), Holanda (2003), Falci (2002), Perrot (2013) and Duarte (2003). For the reception of literary texts, Jauss (1994), Iser (1996) and the aesthetic-recepcional methodology proposed by Aguiar and Bordini (1988). The methodology applied gave special attention to shared reading (Colomer, 2007) and reading mediation (Petit, 2008). Regarding education, the following documents were considered: 'Orientações Curriculares para o Ensino Médio' (OCEM, 2006) and 'Referenciais Curriculares para o Ensino Médio da Paraíba' (2006), as well as the perspective of literary literacy and systematization of reading proposed by Cosson (2006). The findings reveal that it is possible to approach literature from the reading of literary texts, through discussions, debates and text production, enabling students to experience the aesthetic experience.