A leitura do texto literário na formação do cidadão crítico: compreensão leitora e emancipação

Abstract

The School is called upon to promote the formation of critical and creative citizens, capable of reflecting on the world, on themselves and on social practices. Literary reading has a lot to contribute to this educational function, as it promotes the reader's entry into texts and discourses of different ethical and aesthetic matrices, expanding their ability to relate reading the world with reading the word (FREIRE, 1986). Our work aims to investigate the relationship between the reading of literary texts and the formation of critical citizens in Portuguese classes in the 9th grade of elementary school. We use two theoretical frameworks that we deem appropriate and complementary to the objective of the work: Paulo Freire's Liberating Education and Sociodiscursive Interactionism (ISD). The ISD corroborates a top-down approach to reading and producing texts based on social practices (BRONCKART, 1999), using the analysis of the context of production as a driver for entering the text and for understanding the meanings produced through Textual Architecture. The Freirean perspective of education brings us the Critical Awareness as a stage of the awareness process, a procedure that we seek to insert in the course of the research. With regard to methodology, our work makes use of a didactic proposal, through “Reading the World” workshops. These workshops entrust the student-subject to actively participate in the learning processes through reading the literary text. The texts read and discussed refer to relevant social issues pointed out by the students themselves. Due to the pandemic period, the elaborated didactic proposal could not be applied in the classroom. However, the aim is to give students the opportunity to act in their reality from the text, with the text and on the literary text. It is intended, therefore, to reach the reader's understanding, through the unveiling of reality, see the suggestion that the texts deal with social problems common to the lives of students, such as the short story Maria, by Conceição Evaristo, the instapoems, by Rupi Kaur and the graphic novel Persepolis, by Marjane Satrapi. In this way, we believe that we collaborate in the emancipation of the student through the meanings and uses that he will give and make to/of the literary text read.