O letramento literário nos núcleos de estudos de gênero e enfrentamento da violência contra a mulher de escolas públicas estaduais de Pernambuco

• Ano de defesa: 2024
• Autor(a) principal: Costa, Kleber Ferreira
• 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: Literatura - Ensino; Letramento literário - Práticas; Núcleo de Estudo de Gênero - NEG; Literature - Teaching; Literary literacy - Practices; Center for Gender Study - CGS; Centros de Estudios de Género - CEG; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31523

This thesis has as its object the literary literacy practices carried out in the Centers for Gender Studies and Confronting Violence against Women (NEG) in state public high schools in Pernambuco. The objective is to identify what these practices are and how they are implemented since literary texts are widely used in NEGs as instigating elements in gender discussions. The study is based on the teaching of Literature (Candido, 1995; Cosson, 2014, 2020, 2021); the teaching of literature at BNCC (Brazil, 2018); the teaching of literature in the Pernambuco Curriculum (Pernambuco, 2021); legislation on NEG (Pernambuco, 2008); discussions about Gender (Scott, 1995; Butler, 2003; Quijano, 2005; Louro, 1997) and others. The research subjects are teachers/coordinators of the gender studies centers at state high schools in Pernambuco and the participants (students and teacher) of a NEG at a state school. For the former, the methodological procedures were data collection using a form, semi-structured interviews and the Collective Subject Discourse – DSC. For the latter, direct observation, interviews and focus groups were carried out. The conclusions reached indicate that NEGs have as a common trait the handling and sharing of literary texts. The focus of reading is social representation with texts that specifically deal with topics such as gender, violence against women and others involving Human Rights. In general, the reading and textual production work carried out in the NEGs is aimed at the Naíde Teodósio Prize for Gender Studies. Regarding the training of the literary reader, the NEGs, as well as the Portuguese Language curricular component, present contributions and limitations. The first for leading to an effective reading of the literary text, even if taught for specific purposes, according to the principles of the social-identity paradigm of teaching literature. The second for introducing texts from the literary tradition to students, even though its teaching is aimed at recognizing the canon and styles of the time, in accordance with the national-historical paradigm, in addition to seeking to meet the skills and abilities required by external assessments. Working in both spaces, the literature teacher finds in the NEG the chance to guide the student's literary reading process that the classroom does not provide due to the restrictions imposed by the systematized curriculum. He also changes from a traditional paradigm of teaching literature to a contemporary one. In this way, as a community of readers open to different didactic strategies, NEG is part of literary literacy at school and its practices end up favorably impacting the formation of literary readers by promoting and sharing the reading of literary texts.