Memórias literárias : das práticas sociais ao contexto escolar

• Ano de defesa: 2013
• Autor(a) principal: Boeno, Neiva de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Olimpíada; Memórias literárias; Responsabilidade; CNPQ::LINGUISTICA, LETRAS E ARTES; Olympics; Literary memoirs; Responsibility
• Link de acesso: http://ri.ufmt.br/handle/1/1206

In this research, I reflect on the constitution and didactization of the genre "literary memoir" , one of the genres schooled in the teaching project Notebook If I remember correctly... from the Portuguese language Olympics Writing the Future (OLPEF), established in 2008 as a public policy. This program has two purposes: a) create opportunities for continuing education of teachers in the perspective of genre; b) propose the teaching of writing in Brazilian public schools in four genres: poetry, chronicle, memoirs and opinion article. The program provides teaching materials for schools without institutional review. From this material, the kit that works with “literary memoir" motivated me to research, firstly by the strangeness the name of the genre caused me; secondly, the interest in understanding it and the methodology used for teaching it. The questions focus on the investigation of the socio- history of the genre and on the methodological analysis for teaching. From these issues derivate the relevance of this research, featured in qualitative, bibliographical and documental basis, according to the theoretical training of teachers in the classroom. For accomplishing my work I went through several readings, from the classical philosophy to the contemporary one , the philosophy of language , literature , history , linguistics, semiotics and also texts by contemporary researchers. These readings built a theoretical framework that supported the answers of this research. My reflections and analyzes were based on the principles of Bakhtin’s discursive- enunciation theory of socio-historical approach (1952-1953/1979), on the theory of cognitive teaching and learning of Vygotsky (1934;1935). Also based on the researchers’ studies about the mother tongue teaching of the college of psychology, university of Geneva - Schneuwly and Dolz (2004) who consider writing as an interlocutory act production, always implying a responsive, active and creative comprehension. The main categories of analysis I use to observe the writing in the genre “literary memoir” belong inextricably to Bakhtin’s “architectural responsibility”: responsibility, exotopy and incompleteness. From the results, I pointed some limitations the Notebook if I remember correctly... has in relation to the teaching of genre, such as incorrect definitions, lack of social and historical context.; besides that, the misuse of the concept of speech genres as synonymous for genre; definition of the “literary memoir” genre model from texts of classical and contemporary literature, regardless to their architectural and compositional forms. Thus, I propose a revision of the Notebook if I remember... based on the theory of literature, philosophy, history and semiotics of text; insertion of literary texts; reformulation of the concepts of “memory” and genre "memories” and their specificity in literature. This requires the enlargement of the notion of genre and the insertion of its social history by introducing texts of “memories” in various spheres and textuality. I believe that when the teachers assimilate theoretical knowledge they can perform with pedagogical awareness and innovation. This collaborates mainly for good public education that we all seek.