Potentialities of Edgar Allan Poe's tales to the esthetic education of the reality critical literary reader

• Grant number: 23/16296-8
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: May 01, 2024
• End date: December 31, 2024
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Rosa Maria Manzoni
• Grantee: Lais Yasmim Maranho
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

The theme of this research is the formation of the literary reader materialized through the reading interpretation of Edgar Allan Poe's tales, carried out in oral mode, and it intends to investigate the senses and meanings created in students in the 5th year of elementary school, during the esthetic education of these tales. The study will be carried out in a public school in the city of Bauru, in the countryside of São Paulo state. It aims to investigate how classic works of universal literature, constituted by the esthetic character and reflector of reality, mediate the formation path of the critical literary reader in the production of senses and meanings. To achieve this, the research is based on the psychological foundations of Cultural-Historical Psychology, regarding the role of esthetic education in the formation of the individual (VIGOTSKI, 2001); in the theoretical-methodological framework of Sociodiscursive Interactionism (ISD), with regard to understanding human action in language activity and in the proposed Didactic Sequence (SD) for teaching languages through textual genres (DOLZ; NOVERRAZ; SCHNEUWLY , 2004); in the pedagogical trend of Historical-Critical Pedagogy, developed by Saviani (2008); in the conception of classic defended by Saviani (2008), Calvino (2007) and Castagnino (1969); in the proposal for the receptional reading method (BORDINI & AGUIAR, 1993), to plan the progression of the complexity of Poe's horror stories. The teaching process will be done through the elaboration of a Didactic Sequence (SD) based on the didactization of the reading interpretation genre and organized in the stages of the reception reading method, in which activities will be carried out to encourage children to express the senses and meanings of the takes read. The oral productions of reading interpretation and workshops will be recorded to provide conditions for analysis and apprehension of the senses and meanings constructed by the research participants.