O ensino da literatura sob uma perspectiva emancipadora: aplicação do Roteiro Didático Metaprocedimental em Antropologia Literária (RM), no Ensino Médio

Abstract

This paper aims to illustrate the “Roteiro Metaprocedimental” in Literary Antropology (RM) as a methodological alternative to teaching literature, striving for interaction between text and reader, assessed by the analysis of its aplication with students from high school of Teaching-Learning Experimental State Center Sesquicentenário (João Pessoa – PB) in the year of 2016. There is a need to make the reading of literary texts a recurrent activity in the classroom, as it is instructed by the main official documents and the National Common Curricular Basis (NCCB). The development of the RM was based on the Theory of Aesthetic Response and on the Literary Anthropology, both of them originated by the German Literary theoretician Wolfgang Iser (1996, 1999), and by Santos’ (2009) criticisms about the theme; she takes into consideration a real reader on the reading process, this way students can be able to emancipate themselves in reading (which means a cognitive, emotional and behavior advance).The RM is composed by definitions of concepts from these theories – fictionalization, gaps, repertoire, perspectives, theme and horizon, break in good continuation, looping, negation, negativity, meaning, signification, emancipation –as well as analogies, examples and guide-questions.The application of this material started through a four hours mini course in the school beforehand mentioned. Results were satisfying and showed that is possible to integrate the reading of literary texts in a high school classroom. The experience was a start point for future works with the RM.