Leitura literária na escola: a experiência de ler contos de Clarice Lispector
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Data
2012-03-05
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Universidade Federal de Goiás
Resumo
This research observes and analyzes the school practice of reading literary genre developed by students of Basic Education. To make this investigation were performed in class, during one semester, reading workshops from a selection of stories by Clarice Lispector, with a group of about thirty three high school students in a Public School from the States Schools of Goias, these young people where aged between 14 and 21 years. The aim was to investigate the school reading activity, noting the importance of the literary text as a genre that can enable a practice whose outcome leads to the reader s maturation, through the aesthetic experience offered by literature. To develop this study we sought to support theoretical researchers as Chartier (1985, 1998), Larrosa (2000), Candido (1972, 1995), Compagnon (2009), Nunes (1995). The outcome of the investigation showed that although students found difficulties in understanding the literary discourse, because of those genre complexities, it was possible the construction of meanings during reading practice, noting that the relationship between reader and text was motive, as statements, especially by the nature of the provocative approach of literary material proposed by Clarice Lispector.
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SILVA, Lúcia Vagna Rafael da. Literaty reading in school: read the experience of stories by Clarice Lispector. 2012. 108 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2012.