O círculo de leitura literária como construção de sentidos: uma metodologia na perspectiva do leitor ideal para o leitor real

Abstract

This research presents an investigative study about the methodology used in literary reading practices for elementary school students II, carried out with eighth grade students from a State School of Uberlândia-MG. The main objective of this study was to implement a proposal of intervention focused on literary reading, prioritizing literary literacy. To do this, we did an investigation with the students of the analyzed school to identify their interest in literary reading and the reasons that led them to like or not to read. Initially, a bibliographical research was carried out on literary reading and official studies that guide the teaching of Literature in our country, such as the National Curricular Parameters (BRASIL, 1998, 2000) and the Curricular Guidelines for Secondary Education (BRASIL, 2006). After this stage, the intervention proposal was developed based on the methodology of literary literacy and reading circle, focusing on the reading of children's books, in order to awaken interest and pleasure in reading students. Among the data collection methods, questionnaires and production of narrative texts were used, based on the postulates of Cosson (2014). The theoretical contribution that subsidized the analyzes and the proposal of intervention was mainly based on the studies of Roland Barthes, Marisa Lajolo and Regina Zilberman, in the scope of literary reading; of Graça Paulino, Magda Soares and Rildo Cosson, in the field of literary literacy; of Wolfgang Iser, Jauss and Umberto Eco in the field of receptionist theory; by Vincent Jouve and Annie Rouxel in the field of subjective reading. After the analysis and proposal of intervention, it was concluded that the methodology used for teaching literature in basic education has not fulfilled its goal of getting the student to read. This research aims to contribute to reflections aimed at the analysis and methodological practices of literary reading, offering subsidies to professionals who want to develop these activities in the classroom, understanding that Literature is an essential factor of humanization and, besides being a source of pleasure aesthetic, is also a path to the perception of a real reader subject.