Representações de perseguição e assédio em as metamorfoses, e preciosidade de Clarice

Abstract

The literary literacy is a practice that is not developed only through the reading of texts, but rather through the formation of readers capable of understanding, interpreting, and reflecting on literary works. Therefore, it is important to promote these skills with a view to the critical and civic formation of students, seeking approaches that awaken interest and bring the reader closer with the text, expanding their cultural repertoire. Based on the basic sequence established by Cosson (2009), regarding the process of literary literacy, we highlight the following stages: motivation, introduction, reading, and interpretation. The works “Preciosidade” and “Dafne” are narratives that address harassment, persecution, abuse of power, female stereotypes, and the position of women in society. Although they are distinct in terms of nationality, time period, and authorship, both seem to denounce something in common, despite their particularities. Thus, this study aims to promote a proposal for literary literacy for high school, supported by the contributions of the BNCC and the theoretical foundations of Candido (1995), Rouxel (2012), Todorov (2020), among others. The methodological approach guiding this study is bibliographic, consisting of research based on existing works. We consider that our analysis of the works makes it possible to establish relationships between the narratives, highlighting the characters and the transformations they went in the face of the harassment they suffered, and showing the impact of these events on the way the victims begin to perceive themselves and behave in the world. With a focus on the critical and ethical formation of young people, this study seeks to demonstrate the importance of working with themes that involve social issues, in order to promote reflection and empathy, thereby developing critical and civic consciousness.