A colaboração como elemento propulsor da autoestima de aprendizes em aulas de literatura inglesa numa perspectiva da teoria da recepção: um relato de experiência

Abstract

Literary texts function as effective instruments to motivate reading. However, we wonder if the English Language Literature courses have managed to awaken the student to the potential of literary narratives. We work on this article with this questioning, which leads to the reflection on a possible way to stimulate students to advance in the reading of literary works in English: the encouragement of self-esteem and collaboration in pairs or in groups. Thus, this research analyzes some English Literature lessons taught by a teacher from the Universidade Estadual de Goiás, in 2019. It is an experience report, in which we proposed the teacher to use the principles of the Collaborative Approach, and the Theory of Reception, in order to work with poems in a dialogical and collaborative way in the classroom. For the generation of the data, we used questionnaires and interviews applied to the students and the teacher. The results indicate that the use of the collaborative approach, along with Reception Theory, becomes a productive methodology to be used in the classroom because it contributes, in a systematic way, to the increase of self-esteem and, consequently, to the teaching/learning process of English Language Literatures.