BOTÊLHO, D. D.; http://lattes.cnpq.br/5529314148686022; BOTÊLHO, Denilma Diniz.
Résumé:
The difficulties of Brazilian school education are well known in relation to the issues of recognition of read practices. The best support to eliminate this demand, the experience with the literary text, does not received the appropriate methodological treatment. The problem is, presupposes, in the absence of effective and constant reading practices, besides the appreciation of the literary text as one of the tools to make school formation fewer tense. To implement the systematization of the reading experience, we developed a didactic sequence based on the Receptive Method of Aguiar and Bordini (1998), which points out ways to think about reading practices in the classroom. Therefore, in order to establish direct contact with the literary text, and the reading become more attractive for teenagers, it is believed that the use of voice, body and performance are contributive instruments to arouse the interest through the reading parallel the appropriation of aesthetic elements presents in the text, which become a mechanism open to surprises, incantations and revelations. In this assignment, we investigated the reception of vocalized read, along with a group of students of the second year of high school and we analyze the way how was realized the experimentation with the poems “A arte de amar”, by Manuel Bandeira (1970), “Ode ao umbigo”, by Jeová Santana (2011) and “Serra da Barriga”, by Jorge de Lima (1929). We based on the concept of performance by Paul Zumthor (2007), Aesthetics of the Reception by Hans Robert Jauss (1979) and Esthetic Effect by Wolfgang Iser (1979), Eliana Kefalás (2009), Michèle Petit (2008), Antonio Candido (2004) among others, that contribute to the phenomenon of reading becoming a democratic practices and effective in and out of the classroom.
