Literatura numa perspectiva emancipadora: mediadores sociais e instrumentais como interface

Abstract

This paper studies the interaction between text-reader after structured mediation as the assumptions of the joint proposed by Santos (2009) between the Aesthetic Effect Theory and the Historical and Cultural Theory. From this perspective, the teacher’s role acts as moderator and guide in the deepening of the perception of literary reading, recognizing the act of reading as an emancipatory activity. The proposed study, therefore, brings important implications for the formation of literature teachers, especially regarding the elaboration of strategies for their teaching. In order to achieve the research objective, data collection consisted of requesting the participants of the meeting of the Literary Anthropology Program and Social Skills (PALHSE) for students of Portuguese Literature, to write their experience with the reading of the story “Boatos, apenas boatos”, written by Jennifer A. Trajano, considering the involvement of these students in the session previously mentioned. During the meeting, it was implemented the mediation in question, with the aid of the Social Skills Education and the vision of the Literary Anthropology. Based on the analysis of the reports produced by the participants, the activities suggested during the Session proved to be capable of activating the cognitive and emotional aspects of these readers, encouraging them to engage in the reading activity, which proved to be able to promote emancipation. Thus, it was observed the importance of the social and instrumental mediation in the constitution of the literary sense, because it is through it that we develop the abilities needed to decipher the fictional text and the world surrounding, formulating other possible worlds.