Literatura no ensino médio: a recepção da obra Minha vida de menina, de Helena Morley
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Data
2020-12-21
Autores
Oliveira, Clóvis Maurício de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho teve por objetivo, a partir dos pressupostos teóricos da Estética da Recepção e do Efeito (JAUSS, 1994; ISER, 1999 e 1996), refletir sobre a formação do leitor literário através da recepção da obra literária Minha Vida de Menina, de Helena Morley (2016), realizada por meio de uma oficina de literatura com estudantes do Ensino Médio de uma escola pública do município de Cerquilho, estado de São Paulo. Para a consecução do objetivo, essa pesquisa desenvolveu-se por meio da fortuna crítica da obra de Morley (2016), da análise de sua narrativa, seguida de reflexão sobre sua potencialidade para a formação do jovem leitor e, por fim, com a realização de práticas didáticas com os alunos na já citada oficina. Na recepção dessa obra (MORLEY, 2016), utilizou-se o Método Recepcional, preconizado por Vera Teixeira de Aguiar e Maria da Glória Bordini (1993), que sugere, como caminho para a leitura do texto em sala de aula, uma sistematização de atividades. Partiu-se da hipótese de que a obra em questão possui potencialidades para romper com conceitos prévios dos leitores associados à leitura de textos do cânone, haja vista o fato de ser escrito no gênero textual diário pessoal por narradora adolescente, além de ser obra obrigatória para o Vestibular da FUVEST.
The objective of the present work was to investigate, from the theoretical presuppositions of The objective of the present work is to investigate, from the theoretical presuppositions of the Reception Aesthetics (ISER, 1999 and 1996), the formation of the literary reader by applying the concepts in the reception of the literary work "Minha Vida de Menina", written by Helena Morley (2016), performed by a literature workshop with high school students from a public school in the municipality of Cerquilho, state of São Paulo. To achieve the objective, this research was carried out, through the critical fortune of Morley's work (2016), through the analysis of his narrative, followed by reflection on its potentialities for the formation of the young reader and, finally, with the accomplishment of didatic pratices with the high schoolers in the already mentioned workshop. At the reception of this work (MORLEY, 2016), the Reception Method was used, recommended by Vera Teixeira de Aguiar and Maria da Glória Bordini (1993), who suggest, as a way to read the text in the classroom, a systematization of activities. It was start from the hypothesis that the work in question has the potential to break with previous concepts of readers associated with the reading of canon texts, given the fact that it is written in the personal daily textual genre by an adolescent narrator, in addition to being a mandatory work for the FUVEST entrance exam.
The objective of the present work was to investigate, from the theoretical presuppositions of The objective of the present work is to investigate, from the theoretical presuppositions of the Reception Aesthetics (ISER, 1999 and 1996), the formation of the literary reader by applying the concepts in the reception of the literary work "Minha Vida de Menina", written by Helena Morley (2016), performed by a literature workshop with high school students from a public school in the municipality of Cerquilho, state of São Paulo. To achieve the objective, this research was carried out, through the critical fortune of Morley's work (2016), through the analysis of his narrative, followed by reflection on its potentialities for the formation of the young reader and, finally, with the accomplishment of didatic pratices with the high schoolers in the already mentioned workshop. At the reception of this work (MORLEY, 2016), the Reception Method was used, recommended by Vera Teixeira de Aguiar and Maria da Glória Bordini (1993), who suggest, as a way to read the text in the classroom, a systematization of activities. It was start from the hypothesis that the work in question has the potential to break with previous concepts of readers associated with the reading of canon texts, given the fact that it is written in the personal daily textual genre by an adolescent narrator, in addition to being a mandatory work for the FUVEST entrance exam.
Descrição
Palavras-chave
Literatura juvenil, Formação do leitor literário, Estética da Recepção, Helena Morley, Youth literature, Formation of the literaty reader, Reception aesthetics