A performance do leitor diante da oralidade poética: passagens de indecisão

• Ano de defesa: 2012
• Autor(a) principal: Braz, Gláucia Helena
• Orientador(a): Grossi, Maria Auxiliadora Cunha
• Banca de defesa: Arantes, Luiz Humberto Martins , Burlamaque, Fabiane Verardi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras
• Departamento: Linguística, Letras e Artes
• País: BR
• Palavras-chave em Português: Oralidade poética; Performance; Recepção; Leitura; Formação do leitor; Literatura; Poesia; Leitores - Formação e desenvolvimento
• Palavras-chave em Inglês: Poetic orality; Performance; Reception; Reading; Reader formation
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/11845

This study brings to the center of the reflections a theme considered \"the edges of culture\" in Brazil: the oral poetics and its performance. We aim to describe, analyze and justify the theoretical and practical procedures applied to the work on oral poetry, within the formal and informal space of education and culture, and even verify their contribution to the formation of reading habits of the individual. For this purpose, initially, we raised the conceptual and practical issue of the researchers and professionals who work with the orality. We resorted the theoretical conceptions of scholars such as: Ferreira (2010), Fares (2010), Feitosa (2008), Todorov (2009) among others. Thus, in 2011, we conducted an interview with a group of 27 teachers from Uberlândia - MG who work in the area of Portuguese Language since the subject of that interview revolved around the teaching of literature in public schools. Through this research and the studies which were accomplished we could observe that the literature teaching often occurs inefficiently. As a result of that, it contributes little to the formation of readers. This research also covers two important contemporary manifestations of the poetic orality. First we described, analyzed and justify a teacher\'s pedagogical practice of a public school from Uberlândia who performed the Reading Workshop Project and Production of Poetic Texts, offered to elementary school students who were taking the second half of 2011. For this, we observed and recorded the lessons taught in the workshops, highlighting not only the work of the mediatorial teacher, but also the reception of the students. During the research, we also interviewed the members of this project, whose termination culminated with the achievement of a Poetry Recital, which was followed, analyzed and recorded through photos, and mp3 recording. Our investigation also included a jongleur from Uberlândia, formed by autonomous professionals who have been declaimed poetries for more than a decade in a radio poetic program of the city. Thus we followed and recorded - via MP3 recording, filming and photos - all the performance of the jongleur in its different spaces of acting: in rehearsals, in studio and live performance, and, in addition to this, we interviewed the reciters and some listeners of the radio program. From these two phenomena studied and the research with public school teachers, we could contribute to theoretical reflections on performance, reception, mediation and reading, reasoned especially by conceptions of Zumthor (2007), Bajard (2005), Barthes (1987), Jauss and Iser (1979) and Michèle Petit (2010). We conclude from this investigation that methodologies which focus on poetic orality and its performance although they are very little worked by mediators and educators contribute significantly to the process of reading formation, which is continuous and follows human being at all stages of his/her life. Therefore, the oral poetics in performance could be more valued and in fact used in both formal space and informal environment of education and culture. As a result, they could contribute, thus, to the reading formation of the individuals.