Ensino de literatura e a ressignificação da sala de aula pela leitura subjetiva.

Abstract

This article examines subjective reading as a pedagogical possibility for working with literary texts in order to recover and re-signify the classroom experience and literary reading itself. It argues that subjectivity, affectivity and the recreation of the literary text through subjective reading are desirable dimensions in the construction of meaning and should be integrated into pedagogical practice. To this end, we seek the support of reference authors on the concept of subjective reading and its relationship with the school environment, such as Gérard Langlade, Annie Rouxel and Vincent Jouve. The poems “Aula de português” by Carlos Drummond de Andrade and “Aluna” by Cecília Meireles are also analyzed to reflect on the classroom experience based on literary reading. It discusses how thematizing the school experience and the relationship with language opens up ways of reflecting on the challenges and possibilities of teaching literature. As a result, it concludes that subjective reading, by valuing students' experiences and repertoire, can promote less traditional alternatives in the teaching of literature and a more meaningful dialog with texts.