A leitura literária subjetiva no IFRN, Campus Natal-Central: prática docente, romance e tradução intersemiótica

Abstract

In this work, we analyze the literature teaching in high school integrated to the professional practice of the Natal-Central Campus of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). For this, we start from our performance/ experience as a teacher in classes of the 3rd year of technical high school integrated to the professional practice of the courses of Environmental Control, Electrotechnical and Administration of the said Campus. The debate on the literature teaching in regular high school is already well developed, with relevant theoretical references: Aguiar and Bordini (1993), Cherry (2005), Cosson (2006), Geraldi (2003), Silva (2005), Yunes (2002), Zilberman (1991). However, studies on the literature teaching for high school integrated to professional practice are still poorly developed, demonstrating the importance of turning to this field, considering the specificities of the technical curriculum integrated to professional practice in high school. Thus, our research, in a qualitative and bibliographical way, discusses the process of teaching and learning of literature in IFRN, elaborates a didactic proposal for the literary reading of the novel genre and presents the results of this proposal in works developed by students of the 3rd year of high school between the years 2014 and 2017. In the development of this practice, we start from the discussions about the literary reading and the expanded sequence (Cosson, 2006), we broaden these theoretical directions and understand intersemiotic translation, from subjective reading, as a methodological alternative for teaching literature in professional education. In this bias, the analytical corpus of this work are the intersemiotic translation productions produced by students from the subjective reading of the novel São Bernardo, by Graciliano Ramos. To support the discussions on subjective reading and intersemiotic translation, we relied on Rouxel (2013), Langlade (2013), Jouve (2013), Rezende (2013) and Plaza (2010). As a result, we found that the students showed interest in the exercise of intersemiotic translation, because the affinity with the visual signs was clear. In addition, we observed that the contact with the literary text was also enriched, because to transform the literary language into another artistic language, it was necessary a subjective acquisition of the base text, thus consolidating the process of literary reading in school.