De Sherlock Holmes a Shakespeare: um caminho a ser descoberto : projeto de ensino de literatura : o leitor como foco, o professor como mediador

• Ano de defesa: 2006
• Autor(a) principal: Bortolon, Daniela
• Orientador(a): Amodeo, Maria Tereza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: LEITURA - ENSINO MÉDIO; LEITORES - FORMAÇÃO; HÁBITO DE LEITURA; MÉTODOS E TÉCNICAS DE ENSINO; LITERATURA - ENSINO MÉDIO; PROFESSORES - ATUAÇÃO PROFISSIONAL
• Link de acesso: http://hdl.handle.net/10923/4012

Considering the importance of the literature canon and the difficulties met by teachers in primary and secondary schools to promote the reading of these texts, this research, based on the Reception Aesthetics and Sociology of Reading, intends to ground a proposal of a reading teaching practice through a project developed in a first grade class in a secondary school. The project starts at non-canonical literature, the detective genre, and ends up at canonical Literature. With this practice, this research intends to discuss the possibility of developing the taste for the literature canon, from non-canonical texts, whose structural elements are usually organized in a way to facilitate reading, what also attracts new readers. Therefore, it is necessary a theoretical revision related to the reading of literature in schools, highlighting the importance of these institutions and teachers in the formation of literature readers. Researches on literary canon have also been considered, and should contribute to the understanding of the literary systems. The detective genre, since its formation to this day, is also analysed, having in sight its characteristics, the pioneer authors, the new modalities and its effect on the readers. The bibliographical research has been taken to field research, where the literature teaching project formed from theoretical elements is carried out and the results analysed, concerning the formation of literature readers.