Contos de Machado de Assis no ensino fundamental: uma proposta de leitura para a formação do jovem leitor

Abstract

The present work directs for the research line “Theories of the language and Education”, that it has as subject “Abilities of reading, analysis and interpretation of stories of Machado de Assis” and considers to observe as it occurs to the interaction between classic texts and the young reader. We consider that the workmanship of Machado de Assis brings some reflections on diverse social contexts, historical and cultural and that they could ahead awake in the reader a more critical and reflexiva capacity of the classics. Ahead of this, we inquire: That contributions to the reading of the classics, specifically, of stories of Machado de Assis can bring for the formation of the young reader? In view of the importance that the classics exert in the education of literature for the formation of readers, and the importance of the contribution of Machado de Assis for Brazilian literature, we raise the following hypotheses: the reading of the classics in basic education stimulates the young to despertarem the critical sense; the reading of the classics in basic education stimulates the young readers to the accomplishment of the aesthetic experience; and the stories of Machado de Assis are capable to promote ample meanings and capable to arrest the attention of the reader, since whom its composition aspects are observed and are made relations with the current context of the reading. With the purpose to verify these questions, we delineate as objective generality of this work: to investigate the reception, the understanding and the interpretation of stories of Axe of Assis through activities developed with pupils of 9th year of basic education. To lead the studies on the subject, we deal with on the concepts literature and education, literary narratives, stories and rule, in special the machadianas, beyond the characteristic traces of the writing of the author and the irony as resource of the machadiana literary language. To base this research, we use as theoretical base the studies of: Cosson (2016), Compagnon (2001), Colomer (2017), Jauss (1994), Iser (1996), Reis (1995), Maria (2003), Silva (2005), Terra (2014), Gotlib (2006), Calvino (2002), Oliveira (2012), Gil (2002), Zilberman (1989), Brait (2008) e Bordini e Aguiar (1993) Machado de Assis (1994), Machado de Assis (2008) and others. We carry through, then, one searches applied, qualitative, and of field in a group of 9th year of basic education, of the municipal public net of Tutoia (MA). The results gotten from the analysis of data indicate the necessity of if considering didactic sequências that have as objective the formation of critical and reflective readers. Ahead of this perspective, we consider a set of didactic activities of reading and story interpretation, with sights to exercise the interaction of young readers with classics of Machado de Assis.