A temática do amor contrariado na literatura de Athayde, Suassuna e Resende: leituras e recepções em sala de aula.

Abstract

This research studies the formation of readers based on classroom mediation of works from Brazilian Northeast's literature written in the 20th century by three authors from Paraíba: João Martins Athayde, with the cordel Romance de Romeu e Julieta; Ariano Vilar Suassuna, with the theatrical play A história de Amor de Romeu e Julieta; and José Camelo de Melo Resende, with the cordel Grandes aventuras de Armando e Rosa, conhecidos por “Coco Verde” e “Melancia”. These works engage interdiscursively with the theme of thwarted love, composing a tradition whose plot dates back to the oldest Western literary manifestations. The research is based on the conviction that high school students are interested in the theme of love and that they know several plots of thwarted love, in literature, in cinema or in oral tradition, an aspect that can contribute to the formation of the reader. The literary works of these popular authors constitute a fruitful field of research within the regional literature and culture, while addressing human experiences in dialogue with sociocultural reality. The research aimed to investigate, in the freshmen year of the technical course integrated into high school, at IFPB – Campus Campina Grande, the reception of these popular texts from the Northeast of Brazil regarding the theme of thwarted love, from a perspective of mediation for reader formation. The theoretical basis of the research considered the contributions of several authors, among which we highlight: Lajolo (1985; 1993), Candido (1996; 2000; 2004), Machado (2002) and Rouxel (2013), to address the importance of teaching literature in schools for reader formation; to discuss Popular Literature, we have Xidieh (1976), Cascudo (1999; 2012), Wanderley (2014), Diégues Jr (1973), Abreu (1999; 2004), Luyten (1988), Ribeiro (1987), Tavares (2007), Santini (2005), among others, and, regarding the need for its presence in school, Pinheiro (2008), Alves (2013), Marinho and Pinheiro (2012), and Haurélio (2013); Ingarden (1965), Jauss (1994), Iser (1999; 2002) and Zilberman (1989) help us with the theory of reception aesthetics, as well as Bordini and Aguiar (1988) who present the reception method and Cosson (2006) with literary literacy; Petit (2009; 2019) helps us understand mediation in the formation of young readers; due to the relationship between these texts, the theory of intertextuality will be developed based on Kristeva (2005) and Samoyault (2008), with contributions from Fiorin (2006) on interdiscursivity, Genette (2006), on second-hand literature, and Hutcheon (2011), on the theory of adaptation; we classify the northeastern leaflets of thwarted love, according to Abreu (2004) and discuss the theme of love based on the ideas of Socrates, in O Banquete, by Platão (1991), Rougemont (1988), Konder (2007), Lewis (2017) among others; to evaluate the students' performance in reading and dramatizing the play, we follow Zumthor (2007) and Oliviera (2018). As a result of the experiment, we gathered conclusive data confirming the contributions of popular literature in the formation of these young readers through the reception method, which also speaks about the expansion of the horizons of expectations of these readers, as well as their interest in the plot of thwarted love, even though some had previously denied their interest in this type of reading. We argue that this experience with the reception method adapted to the expanded didactic sequence produced the expansion of the horizons of expectations of the students, as demonstrated by the following data collection instruments that were analyzed: photographs of the classes; a double questionnaire applied at the beginning and at the end of the experiment; a reading diary; textual production of a new ending for Athayde's leaflets; and conversations in a WhatsApp group. Analyzing these data, we believe that this experience with the cordel booklets and the theatrical play, both focused on the theme of thwarted love, through the reception method, left contributions to the formation of these young readers involved in the research.