O exílio na voz de autoras que escrevem em línguas românicas: uma experiência plurilíngue nos Cursos de Letras.

Abstract

The curricular documents that provide guidelines for education in universities, such as the Law of Guidelines and Bases of Education (LDB, 2020), indicate that higher education should encourage the creation and dissemination of culture and a diversity of ideas. However, in some research, we have found that there is limited openness to approaches from plural perspectives, especially those that involve working with other languages and cultures in Language Studies programs, particularly in public universities in Paraiba (Nascimento, 2020; Morais Filho, 2020). The teaching of literature is directly affected by the limited openness to literary reading in foreign languages, especially when it comes to programs that do not focus on a foreign language as their target language of study, such as the Portuguese Language Studies program. This gap is even greater when considering literatures written by women because, despite an increased presence of this literary production in universities today, studies reveal that there is still a need to make room for the reading of female authors in Language Studies programs (Bagno, 2012; Silva et al, 2018), especially those addressing themes such as exile, immigration, and other related topics. In light of this, the issue that concerns us is the limited openness to the reading of literature from other languages and cultures, particularly those written by women, in the Language Studies program. Based on this observation, we question what the impacts of literature authored by women, through a plural perspective, specifically using the approach of intercomprehension, are on the reading development of students. Therefore, the main objective of this research is to investigate the effects of the theme of exile in literature authored by women from a plural approach on the reading development of students in the field of Language Studies, through an online book club. The specific objectives of our research are: a) To analyze the theme of exile in the literature of female writers in Romance languages and its contributions to the reading development of Language professionals; b) To reflect on the proposals and challenges of literary reading through the plural approach of intercomprehension in the university context; c) To assess the impacts of multilingualism on the reading of literary texts authored by women in an online book club. Our analysis will be based on studies on plural approaches and multilingualism (Beacco, 2005; Komorowsha, 2011; Souza, 2019), multilingualism and literature (Marques, 2011), literary reading and reader development (Mortatti, 2018; Picard, 1989; Jouve, 2002), literature authored by women (Zolin, 2009; Figueiredo, 2020; Dalcastagnè, 2012), studies on identity, culture, and exile (Hall, 2003; Said, 2003; Nouss, 2015), in addition to documents that set the standards for higher education, such as the Laws of Guidelines and Bases of National Education (LDB, 2020). Our corpora consist of reading questionnaires about the stories and notes from our observations. Through this research, we have seen that reading stories by female authors, through the paths of intercomprehension, with Language students significantly contributed to a more comprehensive, literate, and professional development of the participants, mainly by supporting the expansion of linguistic, cultural, and literary knowledge that was unknown or little known to the students.