Leituras e escritas de vida em A resposta e histórias cruzadas: estratégias metaficcionais no ensino fundamental, através do diálogo entre cinema, literatura e educação

• Ano de defesa: 2022
• Autor(a) principal: Mota, Késia Viviane da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Programa de Pós-Graduação em Letras; UFPB
• Palavras-chave em Português: Metaficção; Histórias cruzadas; A resposta; Ensino fundamental; Cinema; Literatura; Metafiction; The help; Elementary school; Literature; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23344

The present work constitutes a reflection about the challenge of transposing the knowledge we acquire at the university to the Elementary School. Through a bibliographical and interpretative research process, combined with the application of a didactic project in an Elementary School classroom, the research investigates the possibility of teaching the concept of metafiction and its resources through a didactic transposition. As such, stands out to applying a didactic project related to metafictional strategies in Elementary School (final years), having as corpus Kathryn Stockett’s novel The help (2009), and Tate Taylor’s homonymous film adaptation (2011). The investigation is thus interdisciplinary, articulating knowledge of three areas: literature, cinema and education. The didactic project is based on Socorro Pacífico Barbosa’s proposal (2011), which claims for the teaching of literature by means of characterizing themes. Analyzing the metafictional strategies in the corpus has given rise to the discussion of several relevant themes, which are considered in the analysis: prejudice, racism, alterity, female protagonism, oppression, power relations, among others. In order to articulate the aesthetic resources with the politics they represent, we draw on theoretical reflections by Adrienne Rich (2017), Angela Davis (2018), bell hooks (2017-A; 2017-B), Djamila Ribeiro (2018; 2020), Dora Gago (2021), Genilda Azerêdo (2016), Hélène Cixous (2017), Joice Berth (2019), and Paulo Freire (1987; 2020). Regarding the pedagogical potential of cinema, we draw on theoretical contributions by Fresquet (2010; 2013), Migliorin (2010), Pimentel (2011), Rancière (2012; 2018), Xavier (2008) and Bergala (2008), about the relationship between literature, cinema and education. The theoretical discussion relating to the literary analysis as an object of study in Elementary School is supported by Candido (2004), Barbosa (2011), Cosson (2019; 2020; 2021), Dalvi (2013; 2021), Jouve (2012), Leahy-Dios (2004), Rojo (2013), Segabinazi (2011), Sodré (2012), and Zilberman (2004; 2021). As to the metafictional strategies, the analysis is supported by Hutcheon (1980; 1993; 2000; 2013), Bernardo (2010), Schor (1989), Stam (1981; 2003), Waugh (1984), Lodge (2020), and Azerêdo (2009; 2019). The results of the research demonstrate the pedagogical potential of metafiction and its politics, both in literary and filmic contexts, thus significantly contributing with the development of cognitive, interpersonal and critical abilities.