Banca de DEFESA: ETELVINA CONCEIÇÃO DE MARIA ARAÚJO RODRIGUES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ETELVINA CONCEIÇÃO DE MARIA ARAÚJO RODRIGUES
DATE: 28/08/2024
TIME: 14:00
LOCAL: Espaço Tec EAD UFRPE
TITLE:

 

LIVING LITERATURE AT SCHOOL: DIALOGICAL CONNECTIONS WITH THE WORK AND VOICE OF THE AUTHOR RAIMUNDO CARRERO

KEY WORDS:

 

 

Literature in the Classroom; Teaching Literature; Reader Training; Raimundo Carrero; High school.

PAGES: 240
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Literatura Brasileira
SUMMARY:

 

We understand that teaching literature at school needs more space and renewal in all possible pedagogical aspects, from planning to experiences. In the Basic Education scenario, especially about High School, literature seems to be approached as a historiographic proposition of literary schools, with excerpts from works in contextual dissonance and without dialogue with authors and contemporary productions. Most of the time, students' interests and knowledge are not valued in the composition of classes, among countless other issues, which result in the fragile formation of literary readers. In view of this, we seek, in this work, as a general objective, to investigate the didactic-pedagogical potential of living literature at school, focusing on the works Estão matando os meninos (2020) and A Luta Verbal (2022), by Raimundo Carrero, considering teaching processes for literary reading in high school. In alignment with the general objective, presented as the guiding research question: How can approaching Raimundo Carrero's work contribute to the processes of teaching literature in high school, taking into account the critical readings of Estão matando os meninos and A Luta Verbal? As for theoretical support, we are guided by the dialogical connections between literature, education and society, by the approaches regarding the right to literature, by Antonio Candido (1995, 1999, 2011) and Bourdieu (1989, 1998, 2015) focusing on the perspective of social criticism in the field of education. Regarding literature and its situation in high school, teaching literature and literary reading, we took as a basis Zilberman (1991), Silva (2006), Rouxel (2013, 2021), Dalvi (2011), Moisés (2016) and Lajolo (1993). We resorted to Anastasiou's approach (2002, 2015) on the term teaching applied to working with literature at school, and to Cosson (2007, 2020, 2023) on literary literacy practices. For critical readings of A Luta Verbal (2022) and Estão matando os meninos (2020) in connections with literature, education and society, we turn to Antonio Candido (2002, 2006, 2011) and Silva (2003, 2006); in addition to bringing it to the literary scope in relation to the context of violence in the carrerian work Paviani (2016) and Chauí (1998). Regarding the methodological design, this is action research carried out in Erem Padre Nércio Rodrigues, in the city of Recife, Pernambuco, with high school students. Through diagnostic assessments of the students' learning demands, didactic-pedagogical planning was carried out aimed at literature teaching processes at school, with a focus on training critical readers in the artistic-literary field. We propose to address strategies and methodologies to offer didactic-pedagogical design, aiming at training literary readers; We will also describe pedagogical experiences in the process of teaching literature in the school environment, considering the application of a didactic project with students. 

COMMITTEE MEMBERS:
Presidente - IVANDA MARIA MARTINS SILVA
Interno - IEDO DE OLIVEIRA PAES
Externo à Instituição - JOSÉ JACINTO DOS SANTOS FILHO - UPE