SILVA, A. M. E.; http://lattes.cnpq.br/8502996319488013; SILVA, Ananília Meire Estevão da.
Abstract:
The school environment has always been considered an enabling environment and
interdisciplinary for work of formation of autonomous, critical and participatory citizens. In this
environment, literature is relevant element for the construction of thought, as literary texts
corroborate the construction of a particular way of perceiving the world and reading is
understood as a personal, historical, cultural and social activity. However, educating readers
is the great challenge of Brazilian education, the absence of the literary text and mediating
activities of reading in the classroom are felt in various levels of education. Several factors
contribute to this situation, it is necessary to rethink the role of the family as supportive of
reading in childhood, the teacher education as reader and mediator of reading, but also the
role of the state as responsible for promoting public policies for the promotion of reading.
However, the focus of this research boils down in the subject and object that are central in
this process, the reader and the text. Thus, this research aimed to reflect on the reception of
the novel A Botija (2003) of Clotilde Tavares, by the readership groups of Youth and Adults
Education with realization of the reading workshop "I tell for you these stories as they told
me. Want to hear?: Readings popular” and point out some texts with which the work can talk,
and sending other possibilities of intertextual reading from the established process. During
the living with the romance genre, seen little in the school environment, we perceive like
romance, combined with strategies of mediation of reading could contribute to the
graduating of reader and enable a meaningful reading experience. As theoretical frameworks
guiding this work, we mention Jauss (1979; 1994), Iser (1979; 1996) and Borba (2007) about
the Theory of Aesthetics of Reception. On theoretical and methodological guidelines for the
training of the reader and the literary reading in school, we quote Compagnon (2001), Dalvi,
Rezende and Jover-Faleiros (2013), Eco (1986), Jouve (2002; 2013) and Rouxel (2013), as
well as the National Curriculum Guidelines and the National Curriculum Orientations (1999a;
1999b) governing the educational system of education in the country. To reflect on the
strategies of reading and teaching of literature, we turn to the studies of Colomer (2007),
Todorov (2009), Cosson (2011) and Petit (2008). As for intertextual and dialogic processes,
we refer to Bakhtin (2003), Kristeva (1984) and Marinheiro (1977). During our research, we
found that for students read has a utilitarian function and contact with him is done with the
purpose of acquiring linguistic field. On the other hand, they were willing to share the
experience in reading and life. In moments of reading the novel, we observed a significant
experience of reading, in particular, in the recitation of folk brochure O romance do Pavão
Misterioso which provided students with an identification with the brochure, constructed from
the oral reading realized. Thus, the approach to the text allowed students a reader
sensitization, leading them to experience an aesthetic experience.