Machado de Assis no ensino fundamental: leitura e produção de sentido

Abstract

This dissertation presents, in the teaching/learning process, a proposal of pedagogical intervention in the canonical literary reading of Machado de Assis, through a notebook of activities to be applied in the last year of elementary school, pursuing the theoretical postulates of responsive understanding and dialogism by Mikhail Bakhtin; the limits in Umberto Eco's production of meaning; Roman Ingardem's systematic phenomenological method of literary interpretation; as well as the elementary notions of the reception aesthetics of Hans Robert Jauss and the performative reception of Paul Zumthor. From the perspective of qualitative research and its philosophical hermeneutic posture proposed by Thomas A. Schwandt, this work seeks to ratify the thesis sustained in the National Curricular Parameters and in the National Curricular Common Base that the teaching of Portuguese in the classroom and, mainly, the academic production (the final product) of students must go beyond the walls of the school and reach, at least, the school community (teachers, students, school staff, parents of students) in order to present to the student body the application of scientific knowledge - academic (reading and production of texts) in social practice (dissemination, publication and purpose). Inserting other elements of the enunciation is part of the objectives of this pedagogical intervention proposal. Learning needs to be meaningful, placing the student at the epicenter of their own cultural formation and growth as an individual. In the wake of this process, the student assimilates the real dimension of the transforming power of the use of language (discourse) in their social life when they establish places of speech and listening in a stratified and hierarchical society, finally acquiring maturity, autonomy, protagonism and critical sense. It is understood as “overcoming the walls of the school” to enhance the communicative power in the classroom. From the student/text-teacher-text/student communication relationship to the student/text-teacher-text/student-school community relationship. Therefore, this project proposes, in addition to the practice of reading and text production, reflections on strategies for dissemination and publication of this final textual production and, in this sense, presents a handout to be worked on in the classroom. For this, this work also pursues the five moments of Demerval Saviani's historical-critical pedagogy methodology, as well as the notion of "real situation of communication" by Swiss linguists Joaquim Dolz, Michele Noverraz and Bernard Schneuwly, in addition to adopting, in some moments of this book of activities, the method of the Didactic Sequence of such authors.