Literatura e cinema na sala de aula: contribuições para a formação do leitor no Ensino Médio

• Ano de defesa: 2022
• Autor(a) principal: Lima Júnior, Walter Guarnier de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Literários
• Palavras-chave em Português: Documentos Educacionais Oficiais; Ensino Médio; Metodologia do Ensino de Literatura; Literatura e Cinema; Livro Didático; Formação do Leitor; Official Educational Documents; High School; Literature Teaching Methodology; Literature and Cinema; Textbook; Reader Formation; CNPQ::LINGUISTICA, LETRAS E ARTES; Literatura; Literatura - Estudo e ensino (Ensino médio); Cinema na Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/34751; http://doi.org/10.14393/ufu.te.2022.33

Through the work with literature in high school, the today aim is, to develop the students' literary literacy, in order for them to acquire a more active and critical attitude towards literary texts. Based on this perspective, we sought, through this study, to show how well-planned and contextualized work, including cinema in literature classes, can contribute to the development of the intended reader. It is true that there is vast bibliographic material that, in one way or another, obeys the relations between literature, cinema and education, as in: Martin (2013), Brito (2007), Cunha (2009), Avellar (1994), so many others. On the other hand, it is also true that academic literature does not include, in the scope of literary studies, works that are dedicated to the contributions of cinema made available as a mobilizing element for the improvement of literary reading, based on official national education documents and textbooks by the Ministry of Education - MEC to work with literature in high school. The study proposed here becomes relevant precisely because it focuses on this gap. In order to achieve this goal, we raised five guiding questions: What are the main discussions and proposals that have been raised in recent years about the interface between literature, cinema and education? How have high school Portuguese books, recommended by the Guia de Livros Didáticos (2018) approached the literature-cinema relationship? What are the main points of meeting and/or disagreement between the guidelines of the Ministry of Education - MEC for working with literature in High School and the proposed activities of Portuguese books recommended by the Guia de Livros Didáticos (2018), in terms of respect to the literature-cinema relationship? How does the work carried out in the classroom, involving this inter-art relationship, contribute to the process of training the reader of literature? How to approach, in class, the different and possible dialogues between literature and cinema from the film Caramuru: a invenção do Brasil, directed by Guel Arraes and Jorge Furtado, in order to train literature readers? The proposed investigation consists of four methodological steps: 1st) bibliographic survey, 2nd) analysis of official national education documents and Portuguese language textbooks used in high school, 3rd) confrontation between the guidelines of official documents, with regard to working with literature in high school, and the data obtained from the investigated textbooks, finally, 4th) presentation of proposals for work with literature and improvement of literary reading in high school involving the film Caramuru: a invenção do Brasil. The data indicated, at the end of the research, that in most of the four collections of textbooks analyzed, made available to public schools in the country, between the years 2018 to 2020, by the Programa Nacional do Livro Didático - PNLD, of the Ministry of Education – MEC, presented some weaknesses in their work proposals involving the relationship between literature and cinema, leaving the literature teacher responsible for adapting the book's activities or preparing their own, in order to develop, in high school students, the literary reading skills and competences necessary for current daily practices, so emphasized by the Base Nacional Comum Curricular – BNCC (High School). The study also revealed that such a relationship, when well-planned and structured, through contextualized didactic sequences, greatly enhances the process of formation the literature reader.