Não era uma vez. . . O (re) conto na formação de leitores

Abstract

This proposal – which is part of the context of the professional master’s degree in a national network (PROFLETRAS) and aims at the continuing education of teachers who work in public education – deals with research related to literary reading and reader training, which comprise this activity in its subjective aspect. The objective was to analyze, describe and propose an intervention for this type of reader, in the context of a public school, from a perspective of encountering the text. Thus, a theoretical path which, considers subjectivity as a fundamental part in the creation of a meaningful experience for the reader was covered. The research was carried out in a municipal school, in the city of Uberaba-MG, with the participation of a 7th grade class, composed of twenty-nine students. From the survey of students’ reading interests, we chose to work on re-readings of traditional tales, which constitute the corpus of the research, gathered in the book Não era uma vez: contos clássicos REcontados. In order to carry out this study, the Reception Method proposed by Bordini and Aguiar (1988) was adopted as a reference theoretical, consisting of five stages structured in a progressive sequence of literary texts which promote moments of aesthetic fruition and reflection of reading experiences. This methodology is based on the theoretical assumptions of the Aesthetics of Reception, formulated by the German theorist Hans Robert Jauss, in the 1960s. In general, such assumptions emphasize the importance of the reader’s role in the course of literature and, in order to understand the effects of adopting the methodology in the classroom, we used the ’Diary of reading practices and experiences’ as a didactic resource, produced by the students in order to establish a dialogue with the texts they read. Likewise, the generated data were analyzed to evaluate the reading reception process and to examine the participants’ subjective Reading procedures.The evaluation showed that the majority responded positively, in the different stages of application. There was more expressive participation from the first module, as we noticed the adoption of safer postures in relation to the readings and their unfolding. The production of the Diary as an auxiliary tool for reading the texts was also a positive aspect of the research.