"Biruta" e " A disciplina do amor", de Lygia Fagundes Telles: letramento literário e o jogo do texto na recepção de alunos leitores do 9º ano do ensino fundamental

Abstract

The practice of literary reading in the classroom is challenging, as informative conceptions about the literary text are prioritized to the detriment of the experience of reading and interpreting the text. This research was motivated by the objective of carrying out workshops on reading literary tales, by Lygia Fagundes Telles, for students of the 9th year of Elementary School II, focusing on the development of didactic strategies that sought to encourage the student reader to reflect and participate in the interpretive practice that a literary text can provide. Thus, we carried out readings of two short stories approaching the reception of the literary text from the perspective of Jauss (1979), as well as the conception of the text as a game of sense with the literary text, from Iser (2002) and methodological strategies based on Bordini and Aguiar (1988), mainly when they propose a reader-centered approach to the literary text. The stories studied were “Biruta” and “A disciplina do amor”, by Lygia Fagundes Telles, which have a central element in common: the use of the same animal (a dog) and the relationship between this and the human being. Thus, theoretical and methodological perspectives of approaching the literary text in the classroom were investigated, analyzing, in particular, the reception of literary texts by readers. For this problematization, we used the methodology of qualitative research, and the study involved shared reading activities, based on questions that encouraged dialogue and explanation of the interpretive paths of student readers and experiences of reading aloud. As a theoretical basis, we studied several authors, including Iser (2002), Jauss (1979), Geraldi (2010), Rangel (2007), Cosson (2006), Dalla-Bona & Tarachuk (2022), Antunes (2010), Silva (1984), Resende (2014), Bordini e Aguiar (1988), Zumthor (2007) e Oliveira (2018). It was observed that the practices of shared reading and the explorations of vocalization of the text allow to evidence that the game of sense with the literary text in the classroom can encourage the participation of the readers in the exploration of multiple possibilities of interpretative itineraries, confirming the importance of the effective contact with the text in the formation of the literary reader.