O jogo com o texto literário no ensino médio

Abstract

The way in which the literary text has reached the classroom has been a challenge when it comes to the school education of the literary reader. Often times, the teaching of literature ends up being restricted to a more categorizing dimension, leaving effective contact with the literary in the background. In an attempt to contribute to the deconstruction of this paradigm, the present study aims to present a pedagogical experience developed with the book Morte e Vida Severina, by João Cabral de Melo Neto, in a high school class of a private school in Maceió-AL, having as teaching methodology the perspective of the game with the literary text. The theoretical-methodological basis from which we start is subdivided into three blocks: the issue of literary literacy in a social perspective (COSSON, 2016, 2014, 2020); the concept of transgression of text meanings (ISER, 2013) and the dialogical, concrete and living understanding of the language/language, as well as the notion of active responsive understanding (BAKHTIN, 2011; VOLÓCHINOV, 2017), of responsible act (BAKHTIN, 2012) and dialogic relationship (BAKHTIN, 2011). Within a qualitative/interpretivist methodology, the analyzes of the classroom experience indicate that the game with the text made it possible for the constructed meanings to transgress the meanings of the texts and encompass the realities experienced by the students. In this way, there was an approximation between students and literary art and, consequently, a rupture with the naturalized idea that studying literature is restricted to memorizing dates, characteristics and authors' names and their respective scholastic divisions.