Leitura do texto dramático em sala de aula : estratégias de letramento literário no 9º ano do ensino fundamental

Abstract

The teaching of literature in basic education faced with a problematic situation, often due to the ignorance of its epistemological assumptions, not allowing executing the literary text in the classroom. In fundamental teaching, for example, there is a previous reading of the literary work, when there is a problem in working a history of literature, in the high school obtaining a literary text responsible of proving the characteristics listed for each style of season. As an alternative to solve these problems, the actually work proposes a sequence of activities in which literary literacy it was seek, understood as a process that is effective through literary reading. The aim is to stimulate interest in literature, considering not only what the canon says, but also "all creations of poetic, fictional or dramatic touch at all levels of a society, in all types of culture" (CÂNDIDO, 2004). Therefore, some guiding questions accomplished for this purpose: does the reading methodology proposed by the Portuguese language textbook really reach the interest of a systematized work with reading the literary text, especially the dramatic text? Is it possible to overcome the limits of this methodology, assuming the pre-eminence of the work with the literature for the effectiveness of literary literacy? What reading proposals would meet this demand? In order to answer these questions, the actually work outlines a way for a possible transformation of this reality, considering the dramatic text as an instrument that, if treated properly, could awaken in students the interest in literary reading. It is postulate, therefore, that the systematized work with the reading of the dramatic text can raise the interest for its reading and of other literary texts. It is consider that the possibility of establishing intertextuality relations between the dramatic work and other works can contribute considerably to it. In this perspective, consider issues the theoretical-epistemological, didactic-methodological and ethical-aesthetic aspects implied in the approximations between literature and teaching in this work. For this, support was seen in the works of Cosson (2012), Cândido (2004), Eco (2003), Rouxel (2013), Silva (1998), Dalvi (2013), Zilberman (1989), Barthes (1979), Zumthor (1993) among another writers. Finally, a proposal is present for the work Auto da Compadecida, by Ariano Suassuna, as an alternative for the development of literary literacy, based on the perspective addressed by Cosson (2012). The suggestion to work on a set of reading strategies, starting from the basic sequence proposed by Cosson (2012) in the process of literary reading, confirms the theoretical and methodological character of the activities listed. It is accept that the intertextuality of the work with the cordel leaflets that are in its structural basis and with the adaptations for audiovisual and hypermedia media can collaborate for an effective reception of the selected literary text. Therefore, it is hopefully to contribute to a change of posture on the part of the teachers in relation to the teaching of literature, seeking to develop the literary culture of the students.