Narrativa fantástica e sentidos de educação em Hogwarts.

Abstract

With this dissertation I propose to think about the fantastic literature's places in school, tensing the discourses and the lesser effects of meaning by some books in some school experiences. The objective is to question the places that the fantastic literature habits in the educational universe and the effects of meaning hat some discourses inside and outside school produce. I justify my research based on the fact that imagination and creativity can open other ways to invent in the world. To reflect about it, I chose the Harry Potter novels, considering it's reach in the young public, and also the places of my learning experiences as a student. I tried to situate my reflections between the complexity paradigm and the discourse analysis. Based on Jorge Larossa, I also tried to understand how and why the literature can (or can not) be seen as a potentiator of experiences. I conclude that inserting fantastic literature in a science position, as a class subject, constitutes a misplaced pretension and that this would overrid it's poetic potency. Literature does not claim to be inscribed in scientific discourses, because it enables experiences that only literature, with its singularity, can provide.