A leitura literária no 9º ano do ensino fundamental à luz da estética da recepção.

Abstract

This research aims to investigate the practice of literature teaching in public schools, especially in elementary school II, from the perspective of Reception Aesthetic Theory in Hans Robert Jauss that essentially affirms the historicity of literary works and the condition of measuring quality from the reception that readers have it. In this sense, refers initially to Aristotle from the catharsis phenomenon, hermeneutic phenomenology from the contributions of Schleiermacher, Husserl and Heidegger, the Theory of Reception Jauss and finally draws up a proposal for intervention from Recepcional of Bordini method and Aguiar (1993). Therefore, this research aims to investigate what are the paths to which forward and develop the literary literacy of students and, therefore, discusses the purpose of literature and, above all, the concept of literary literacy in the light of theory of Aesthetics of Reception as a new theoretical horizon that enables instigator and effectively the ongoing process of literary literacy. The survey has a bibliographic, by selecting and reading texts that address the issues concerning the study. The main benchmarks authors of this theoretical foundation are: Marisa Lajolo (2007), John Wanderley Geraldi (2006), Vincent Jouve (2012), Rildo Cosson (2006-2015), Magda Soares (2000-2001), Angela Kleiman (2005) Hans Robert Jauss (1993), Regina Zilberman (1989/2006), Maria da Glória Bordini and Vera Teixeira Aguiar (1993). As a result of this research produced a material in a didactic sequence format, based on Recepcional method developed by Maria da Bordini Gloria and Vera Teixeira Aguiar, whose goal is to expand the horizon of expectation of elementary school II student to in connection to literary reading and therefore refer you to the literary literacy.