Do livro didático à leitura literária : mediação e receção na formação do leitor da educação de jovens e adultos
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2023
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Esta pesquisa, intitulada “DO LIVRO DIDÁTICO À LEITURA LITERÁRIA: mediação e
recepção na formação do leitor da Educação de Jovens e Adultos”, sob à luz dos
pressupostos da Estética da Recepção, objetivou investigar a abordagem dos textos literários
existentes no livro didático e o processo de mediação docente desse recurso na EJA, e com
base nos resultados obtidos apresentar uma proposta didático-pedagógica, para a leitura do
texto literário, tendo como foco central o leitor. No aspecto metodológico, a pesquisa é de
abordagem qualitativa de um estudo de caso, agregando também instrumentos e técnicas
quantitativas. Para coleta de dados os instrumentos eleitos foram a entrevista, realizada com
professores e o questionário aplicado com os alunos do Centro de Ensino “Cidade de São
Luís”, escola situada na capital do Estado do Maranhão - Brasil. A observação participante
também foi um valioso instrumento de apreensão da realidade em salas de aula da EJA I,
pois junto com os demais instrumentos fez ecoar as vozes dos sujeitos da pesquisa e com elas
uma maior percepção sobre o contexto e a vivência deles na escola. Nesse percurso, utilizou se um referencial teórico voltado para três assuntos diferentes, mas que coadunam em sua
natureza discursiva: o letramento literário; a formação do professor mediador e o livro
didático. Essa aproximação foi necessária por conta da proposta pretendida, uma vez que se
compreende a formação do leitor a partir de uma prática mediadora, voltada para o
letramento crítico, tendo como fonte principal de leitura o texto literário, que nesse caso, foi
analisado no suporte livro didático. A proposta utilizou como parâmetro o método
recepcional, desenvolvido pelas professoras Maria da Glória Bordini e Vera Teixeira de
Aguiar (1993), no qual a leitura do texto literário segue algumas etapas definidas, com base
na teoria da Estética da Recepção de Hans Robert Jauss (1994), são elas: a determinação dos
horizontes de leitura, o atendimento do horizonte, o questionamento e a ruptura do horizonte
inicial e, por fim a ampliação dos horizontes de leitura do leitor. No entanto, diferente da
pesquisa realizada pelas referidas professoras, a proposta desenvolvida utilizou-se de textos
literários contidos no livro didático voltados para a EJA, com a intenção de apresentar a
eficácia do método recepcional em turmas da EJA, evidenciando que o livro didático pode
ser um excelente material de letramento literário nas mãos de professores que percebem sua
prática como um instrumento significativo, baseada em atos de mediação e transformação, na
qual o leitor ocupa lugar central.
This research entitled “FROM THE TEXTBOOK TO LITERARY READING: mediation and reception in the formation of the EJA’s reader”, in light of the assumptions of the Aesthetics of Reception, aimed to investigate the approach of the existing literary texts in the textbook and the process of teaching mediation of this resource at EJA, and based on the results obtained present didactic-pedagogical intervention, for the reading of the literary text, with a central focus on the reader. In the methodological aspect, the research is of qualitative approach of a case study, aggregating qualitative and quantitative instruments and techniques. To collect data, the instruments elected were the interview, carried out with teachers and the questionnaire applied with the students of the High School: “Cidade de São Luís”, a school located in the capital of the State of Maranhão – Brazil. The participant observation was also a valuable instrument of apprehension of the reality in the classrooms of EJA I, because together with the other instruments it echoed the voices of the research subjects and with them a greater perception of their context and experience in school. Within this course, a theoretical reference was also used, focused on three different subjects, but which are coherent in their discursive nature: the literary literacy; the formation of the mediating teacher and the textbook. This approach was necessary because of the intended proposal, since the formation of the reader is understood from a mediating practice focused on critical literacy, having as its main source of reading the literary text, which in this case, was analyzed in the textbook support. The intervention used as a parameter the receptional method, developed by professors Maria da Glória Bordini and Vera Teixeira de Aguiar (1993), in which the reading of the literary text follows some defined steps, based on the theory of Aesthetics of Reception by Hans Robert Jauss (1994), they are: the determination of the horizons of reading, the attendance of the horizon, the questioning and the rupture of the initial horizon and, finally, the widening of the horizons of reading of the reader. However, different from the research carried out by the aforementioned professors, the intervention developed in this study used as an object the literary texts contained in the textbook aimed at EJA I, with the intention of presenting the effectiveness of the receptional method in EJA classes, showing that the textbook can be an excellent literary literacy material in the hands of teachers who perceive its practice as a significant instrument, based on acts of mediation and transformation, in which the reader occupies a central place.
This research entitled “FROM THE TEXTBOOK TO LITERARY READING: mediation and reception in the formation of the EJA’s reader”, in light of the assumptions of the Aesthetics of Reception, aimed to investigate the approach of the existing literary texts in the textbook and the process of teaching mediation of this resource at EJA, and based on the results obtained present didactic-pedagogical intervention, for the reading of the literary text, with a central focus on the reader. In the methodological aspect, the research is of qualitative approach of a case study, aggregating qualitative and quantitative instruments and techniques. To collect data, the instruments elected were the interview, carried out with teachers and the questionnaire applied with the students of the High School: “Cidade de São Luís”, a school located in the capital of the State of Maranhão – Brazil. The participant observation was also a valuable instrument of apprehension of the reality in the classrooms of EJA I, because together with the other instruments it echoed the voices of the research subjects and with them a greater perception of their context and experience in school. Within this course, a theoretical reference was also used, focused on three different subjects, but which are coherent in their discursive nature: the literary literacy; the formation of the mediating teacher and the textbook. This approach was necessary because of the intended proposal, since the formation of the reader is understood from a mediating practice focused on critical literacy, having as its main source of reading the literary text, which in this case, was analyzed in the textbook support. The intervention used as a parameter the receptional method, developed by professors Maria da Glória Bordini and Vera Teixeira de Aguiar (1993), in which the reading of the literary text follows some defined steps, based on the theory of Aesthetics of Reception by Hans Robert Jauss (1994), they are: the determination of the horizons of reading, the attendance of the horizon, the questioning and the rupture of the initial horizon and, finally, the widening of the horizons of reading of the reader. However, different from the research carried out by the aforementioned professors, the intervention developed in this study used as an object the literary texts contained in the textbook aimed at EJA I, with the intention of presenting the effectiveness of the receptional method in EJA classes, showing that the textbook can be an excellent literary literacy material in the hands of teachers who perceive its practice as a significant instrument, based on acts of mediation and transformation, in which the reader occupies a central place.
Descrição
Orientação: Maria Neves Gonçalves
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EDUCATION, LEITURA, READING, DIDÁTICA DA LITERATURA, LITERATURE DIDACTICS, EDUCAÇÃO DE JOVENS, YOUTH EDUCATION, EDUCAÇÃO DE ADULTOS, ADULT EDUCATION