Leitura literária e pedagogia de projetos: uma articulação possível na Educação de Jovens e Adultos

Abstract

Defending the need to make explicit the pedagogical conceptions that base the school uses of literature, the work presents a possibility of articulation between the work of literary reading and the initial stage of a pedagogy of projects, adopted as one of the characteristic instruments of innovative pedagogies. The theoretical and methodological formulations of Hernandez and Ventura, Josette Jolibert and Lúcia Helena Leite on the pedagogy of projects are adopted, contextualizing also the current Brazilian educational renewal movement based on Tathyana Barrera's thesis. The work of Zilberman, Lajolo, Rouxel and other theorists about the literary reading in school are also discussed, emphasizing the concept of reader's text, conceived as the diversity of interpretations allowed by the texts, that are reformulated and transformed by the readers from their own conceptions of the world. The practical activity consisted in the reading of the novel "Silêncio no bordel de Tia Chininha" together with students of the Education of Youngsters and Adults of a municipal school in Belém-PA, associated to a didactic intervention aiming to the generation of reader texts to later choose research topics for project construction. From the reading of the novel in the classroom, we passed to the activity for generating reader's texts, which consisted of the writing of letters between two characters of the novel, registering a great diversity of productions, which showed the singular readings made by students and their positioning on the narrative. The letters were then read by the students, who needed to judge whether the author was male or female. The answers were later socialized in debate, in which student statements were recorded and later based the selection of research topics for the projects. The results show that literary reading carried out at the initial stage of projects demands special attention to the dynamics of reading sharing, which also turns into aesthetic experience, as the curiosity around the work and the desire to react and respond to the events narrated in it from the own point of view are motivational factors that contribute directly to the generation of the research themes.