A adaptação do Auto da Compadecida e o gênero drama no ensino de literatura nas aulas de Língua Portuguesa.

Abstract

This dissertation shows a research that approaches the relevance of reading literary texts, as well as the use of audiovisual adaptations, for the formation of the reader and development of the reading habit. Moreover, it proposes reflections on the need to provide, in Basic Education, access to literary text and reading practices that can awaken aesthetic enjoyment and the proposition of meaning for the texts read, therefore, the main objective of the research is to think about skills that permeate students' contact with literary constructions. Therefore, it is based on the idea that the practice of reading involves interaction with the other, as well as the formation of the individual and his/her worldviews. In view of the influence of literature in the audiovisual arts, we directed our research to the use of television adaptation as a possibility of reading and approaching the specificities of literary language with television, thus contributing to the formation of new readers. We selected for the corpus the work Auto da Compadecida by Ariano Suassuna and its adaptation in a micro series divided into four chapters. For the development of the research, our theoretical foundation is based on some scholars in the field of literary reading such as Candido (2000), Perrone-Moisés (1998) and Zilberman (1998), of reading and mediation like Petit (2010) and from literary adaptation like Xavier (2003), Guimarães (1995) and Nagamini (2004), as well as official documents, mainly the National Common Curricular Base (BNCC) and the National Curriculum Parameters (PCN). The intervention plan proposes a notebook of activities aimed at reading the television adaptation and the literary text, thus ensuring literature and audiovisual art as a right for all and as an essentials objects for the formation of the reader. However, due to the Covid-19 pandemic, few students were available for online activities, so it was not possible to apply the activities from the plan, so we prepared the activity book for teachers to adapt to their elementary school classes. We hope that, with the activities, students will develop a new look at the literary book and will finally be able to choose other works and read alone, as well as, when watching an adaptation whether televised or cinematic, recognizing the qualities and specificities of its language.