Banca de QUALIFICAÇÃO: ETELVINA CONCEIÇÃO DE MARIA ARAÚJO RODRIGUES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ETELVINA CONCEIÇÃO DE MARIA ARAÚJO RODRIGUES
DATE: 27/09/2023
TIME: 14:00
LOCAL: Webconferência no Google Meet
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: 85
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Literatura Brasileira
SUMMARY:

 

We understand that teaching literature at school urgently needs more space, emphasis and renewal in all possible pedagogical aspects, from planning to methodology. In the Basic Education scenario, especially with regard to High School, literature still 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 prior knowledge are not valued in the composition of classes, among countless other issues, which result in the fragile or almost non-existent training of literary readers. In view of what we have presented, we seek, in this work, as a general objective, to bring reflections on the “teaching” of literature at school, considering the pedagogical experiences constructed through critical reading of the literary work Estão matando os meninos (2021), by Raimundo Carrero, in the High School scenario, based on the pedagogical proposal that constitutes A Luta Verbal (2022) by the same author. In line with the general objective, we present as a guiding research question the reflection on how “fully alive” literature, based on relevant methodologies and strategies, can be a tool for training literary readers. As for the theoretical support, the work is guided by the approaches of Cosson (2012, 2014 and 2019), Zilberman (1988), Silva (2003, 2009, 2020) on teaching literature, literary reading and reader training, in addition to the focus of Candido (1995) on the right to literature, and the dialogical connections between literature and society by Candido (2002, 2005, 2011); and Bourdieu (1998) from the perspective of social criticism in the field of education. We resorted to Anastasiou (2002) approach to the term “teaching” applied to working with literature at school. Regarding the methodological design, this is action research carried out at EREM Padre Nércio Rodrigues, in Recife, Pernambuco, with high school students. Through diagnostic assessments of students' learning demands, didactic-pedagogical planning will be 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 a 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
Externa ao Programa - 2743018 - SHERRY MORGANA JUSTINO DE ALMEIDA - UFRPE