Em busca do tempo perdido: o gênero memórias na perspectiva do letramento literário

Abstract

This study is the result of an intervention research that aimed to analyze the contribution of the literary literacy experience in the formation of the 7th grade students of a public school as readers, through the textual genre literary memories, and also observe the affective value of the literary memory genre for the student's immersion in the literary reading experience, and ascertain in the students' productions elements of thematic and aesthetic understanding of the literary memories genre. The problem of students’ lack of interest in reading literary text was the basis for organizing a basic sequence of activities based on the book Bisa Bia, Bisa Bel, by Ana Maria Machado. During eight workshops, which took place over ten classes, activities were carried out that involved not only reading the referred work, but the insertion of students in the thematic universe that involves it, through film, music, interviews and the very experience of the participants of the search. In this process, the studies of Cosson (2006), Bosi (2004), Bakhtin (1997), Le Goff (1990), Rangel (2005), Candau (2011), Halbwachs (1990), Kefalás (2012), Koch (1997), among many others, were the theoretical north of this work. The results of the work showed the positive effects of a living literary experience on the students' interest in reading practice.