O maravilhoso de Rowling encontra-se com o fantástico de Rosa na sala de aula.

Abstract

The reading is closely linked to the teaching/learning process of a Language, independent of which it is. Reading is, therefore, the best way to apprehend the culture of a people and to understand how it resists culturally. The literature produced in Brazil, for example, is a container of countless cultures that converge in a peculiar construct of speeches and cultural manifestations. In this way, it is interesting that the Portuguese Language teacher be open to the most diverse reading possibilities to which his students are exposed, especially at globalized and mediatic times as nowadays. We live in an age where the publishing market has found a productive and profitable niche, as we can see reading is increasingly reaching new and vast groups of readers, our young, contrary to what the more conservative currents say, read a lot. Thinking about this, the present work has developed from an intervention performed in a class of the first year of high school on a state public school in the town of Esperança, at Paraíba. With our experiment, we try to investigate and develop methodological strategies that could conceive the presence of the best-sellers in the school curriculum as ways for the teaching and its dialog with the classic literature. To figure it out, we investigated the reception of the tales "O conto dos três irmãos" (2008) and "A fonte da sorte" (2008) by J.K. Rowling and "Os irmãos Dagobé" (1962) and "A menina de lá" (1962) by Guimarães Rosa. For that, we are based on the concepts of Literary Culture by Abreu (2006); Literary Literacy by Cosson (2009); the foundations of Aesthetics Reception by Jauss (1979) and the Receptive Method by Bordine and Aguiar (1988), among other authors who contributed to the construction of the theoretical framework of our work.