Tecendo a prática literária com a crônica "Se Eu Fosse Eu", de Clarice Lispector

Abstract

Literature has always been a very important part of education, whether to improve the student's interpretation or to bring together, intellectually and socially, the individual. However, in schools, there is a great deficit in teaching literary reading in the classroom, as explained by Aguiar and Bordini (1993), culminating in students' lack of interest in the world of literature. For this reason, this Course Conclusion Paper aims to present a lesson plan on literary reading for greater interaction between the student and the literary text, based on her experience as a resident teacher in the Pedagogical Residency Program (PRP). To facilitate this path for students' engagement in the area of ​​literature within the school context, the work “Se Eu Fosse Eu", by Clarice Lispector, was chosen. The pedagogical proposal presented to 9th grade students essentially focused on the pedagogical sequence designed by Cosson (2009), who were instructed to produce a rewrite of the chronicle, based on the chronicle textual genre, as described by Candido (1992), and on the writing style of the author Clarice Lispector. Therefore, three chronicles produced were chosen in class by the students, after reading and discussing the text with their colleagues. The analysis of these texts was fundamental for this work, considering that, through writing, the students evoked their perceptions about the chronicle, read collectively aloud , highlighting the importance of placing them not only as readers, but as active readers in their own interpretation when producing their chronicles.