Do mundo da literatura à formação do leitor: a contribuição da leitura de contos para se discutir o bullying na sala de aula

Abstract

This study investigates how the systematic practice of reading literary texts can provide a reflection on bullying among schoolchildren. We defend that the reading of literary texts, mediated by the process of discussion, contributes to raise the reflection of students about this type of violence. The working with literary texts to achieve this goal does not mean, in any way, a pragmatic or merely utilitarian approach to literature, since the intrinsic polysemy of this art allows the reader several interpretations. The research is supported, methodologically, in the qualitative aspect, characterized according to the paradigm of research with intervention. As methodological instruments, were used participant observation, the field diary, the analysis of institutional documents, the interview and the recording (audio and video) of the reading sessions. The locus was a public school in Natal - RN (BRAZIL), in a class of 5th year of elementary school, with 24 students aged between 10 and 12 years old, which 20 were the participants . In the pedagogical intervention, 10 meetings were realized, including 9 reading sessions of classic and contemporary literary tales and 1 pre-teaching vocabulary class. The sessions were structured from the scaffolding (GRAVES; GRAVES, 1995). The corpus was composed of literature reading sessions - in which the pre-reading moments and post-reading discussions were mainly focused - and the final interviews with the participants subjects. The analysis was based on the principles of Content Analysis (BARDIN, 2010). In terms of the theoretical framework, it relied on the knowledge derived from Amarilha's studies (2004; 2006; 2010); Bettelheim (2007); Compagnon (2009); Iser (1996); Yunes (1995, 2003; 2010); Zilberman (1989; 2003; 2015); Olweus (2006); Avilés (2002, 2005, 2006; 2011); Salmivalli (1999); Jares (2002, 2004, 2007, 2008); Debarbieux (2002), and others. The results of the analysis reveal that the pedagogical mediation, built on the basis of questions, was extremely important for the subjects start to actively act in the reading sessions and to build relationships between the violence in fiction and the cases of bullying experienced in the school environment. The identification of the subjects with the characters and the fictional situations narrated was evident, which led to the unfolding of feelings, such as empathy, when facing the violence suffered by the characters. And it was precisely this empathy that led them to a judgment that went beyond fiction, making them examine the positions of their own colleagues, which reveals the potential of the literary text to provoke reflection outside its pages. This mediated encounter between the reader and the text promoted a reflection on the surrounding world, leading the subjects to build relationships with reality. It was also found that knowledge about bullying was built and evidenced, from the characteristics that are inherent to the ways to fight it in real life. The literature-bullying interface was shown in the responses of the subjects, who exposed the relationships built between the violence narrated in the stories and bullying. Finally, it was found that literature - because its humanizing, training and emancipatory nature - contributes, through discussion, to reflect and develop new perspectives on violence between peers.