As contribuições do computador para a formação do leitor literário: uma chave para o ensino de literatura na escola

Abstract

This study investigates the contributions of the computer to literary teaching in the school. Its relevance consists in providing the teacher subsidies to wide his/her competences in literary teaching from the knowledge (and acknowledgment) of the mediator and forming function of the computer in strengthening the literary teaching and opening new possibilities of literary art's apreciation. It is defended the thesis that the computer, through its integrated multimedia, can bring significative contributions to the training of the readers in school space. The value of the literature to the development and learning of the school individuous is reaffirmed, focusing on computer's role in the mobilization of students' interest and curiosity, in the recreation of literary art and in its democratization in school scenary. The study is connected to the qualitaty strand, based on principles of the action research, which are necessary to lead to a pedagogical intervention. The documental analysis, the interview, the field diary, the creation of a portfolio, the audio and video recording of the reading sections and the blog registration were adopted as procedures and methodological instruments. The research was conducted in a public school in the city of Natal - RN, in a 5th grade class, with 23 students between 9 and 14 years old. During the pedagogical intervention, 8 reading classes happened in different media and genres as flipalbum/flipbook, electronic book and impressed books. The reading sections were conducted through the principles of scaffolding, defended by Graves and Graves (1995). The corpus is made of messages constructed in the steps of the research and it is analised based on principles of The Discourse Analysis, specified by Laurence Bardin (2011) and Maria Laura Franco (2005). It was taken as a theoretical framework the studies of Amarilha (2011; 2010; 2009; 2007; 2006; 2003; 1994; 1993), Belloni (2010), Buckingham (2007), Coll and Monereo (2010), Eco (1972; 1994; 2003; 2008), Cazden (1991), Calvino (1990), Candido (2012), Coelho (2009), Cope and Kalantzis (2003), Culler (1999), Freire (1996; 2003), Hayles (2009), Hunt (2010), Iser (1979; 1996), Jauss (1979), Kress (2001), Lajolo (1982), Lucas (2001), Pacheco (2004), Paulino (2001), Pound (2006), Rettenmaier (2009; 2010), Santaella (2003; 2004; 2005; 2007), Sartre (2006), Smith (1999; 2003), Stierle (1979), Veen and Vrakking (2009), Vigotski (1998), Zilberman and Lajolo (2009), among others. The analysis points to the importance of the dialogue between the book (literature) and the media education to enrich the literary teaching and place it towards the needs and interests of the school and its apprentices. It confirms the 10 importance of the computer as a teaching object and a mediation object to the pleasant meeting with the literary text, in a multimedia transposition, through the flipalbum, with the electronic literary and the impressed book. It still reveals the possibility of the apreciation of the literary text through computer in lived situations of the different modalities of reading and aesthetical experience, in which it is registered the co-autorship practice, the perception's renewal and the exploration of senses and feelings. It signals, in this way, the contributions of the computer in a pedagogical proposition of the reader's forming, such as: the accessibility, the rebuilding and the democratization of the literary; the forming of a repertoire; the invitation to printed books, through intertextual dialogue and through sharing the reader's condition; the forming of the specific skills necessary to the contemporary reader, as the articulation between images and words; the construction of autonomy and self-esteem; the host of reader subjectivity; the widing of cultural perspectives of promotion of reading. Finally, it points out the importance of the reading mediator in selecting strategies that enable literary and media forming through this interface so that it meets the needs of the students of the new times, developing reading skills, encouraging the taste for literary reading and the critical sense in the act of reading.