"Janela sobre a palavra" : a leitura subjetiva na formação de professores de letras.

Abstract

The present work constitutes a research on subjective reading in the formation of Language and Literature teachers. Traditionally, the academic of the aforementioned program is expected to read and analyze literary works, which often makes the texts be seen as an aesthetic object to be ―deciphered‖. This perspective, according to the author's experience in guiding supervised internships, is reflected in the pedagogical proposals with literature in basic education, which end up prioritizing structural analysis or literary historiography. Given this context, it is possible to question how much, in Literature classes during the undergraduate program, the student of the Language and Literature Program is able to subjectively approach the book, as a reader (ROUXEL, 2012a), since ―the reader's confrontation with themselves is (...) one of the greatest dimensions of reading. The question is to know how to introduce it in teaching‖ (JOUVE, 2013, p. 61). Based on this questioning, this dissertation focuses on subjective reading in teacher education, and its research problem is: do students of the Licentiate Degree in Language and Literature, who are teachers in training, become more sensitive to the literary experience as a formant of their subjectivity from experiences in Literature classes that involve subjective reading? Based on the theoretical perspective of subjective reading and its consequences – reader subject and reader‘s text -, with special emphasis on the works of Annie Rouxel, Gérard Langlade, Pierre Bayard, Jean Bellemin-Noël, Vincent Jouve, among others, this dissertation brings the practice of subjective reading undertaken with undergraduate students of the Language and Literature Program in order to analyze if having the students' subjectivity emerge – both orally and in writing – makes the relationship with the literary text more personal and subjective. For this, moments of debate and writing of reader's texts were proposed in the classes of the curricular component ―Brazilian Literature IV‖, which happened in a virtual format due to the Covid19 pandemic. The application of the research was a moment of affirmation of what the theme indicated, as the return of the Language and Literature students was very emotional. In reading the reader's texts written from proposals designed in view of the readings indicated in the curricular component ―Brazilian Literature IV‖, it was possible to notice the empathetic way in which the academics addressed the books and characters, using a fraternal and familiar tone, showing that there was a subjective connection, much closer, with the literary work. This perspective changed the position of the academic of Language and Literature regarding their relationship with the book, which could be more effectively proven when the reader's way of writing in the text appeared in the answers of a test, whose proposal did not take into consideration the subjective reading. This showed that students considered that the literary text was not something strange to them, but that it belonged to them. Finally, it can be said that the reader's text production proposals based on the subjective relationship with the literary work transformed writing into an experience, into an internal journey. Therefore, we can consider that the research responded positively to the problem proposed in this dissertation, as the students of Language and Literature opened up more and more to the reader's text writing proposals, which ended up also impacting the researcher's view of teaching, and the role of literature in the education of Literature teachers.