Seis vezes Lucas: leitura significativa e a construção da subjetividade na obra de Lygia Bojunga

• Ano de defesa: 2024
• Autor(a) principal: Oliveira , Carmen Janete Agliardi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Letras (Mestrado Profissional)
• Palavras-chave em Português: letramento literário; mediação da leitura; leitura subjetiva; Lygia Bojunga.; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; Literatura - Estudo e ensino; Leitura - Estudo e ensino; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41650; http://doi.org/10.14393/ufu.di.2024.134

This thesis aimed at proposing a teaching method based on the work Seis vezes Lucas (Six times Lucas) by Lygia Bojunga for providing students with a valuable experience on reading literary text. The method was implemented in a nineth grade class of an elementary school. It comprised literature mediation, sharing readings, reading diary entries, and approach to different genres. The goal was to guide students through the process of understanding and experimenting literary text by means of a subjective reading of the Bojunga’s work. Reading a literary text is a unique, challenging experience. The path of reading presumed reader’s direct and personal engagement to the process, evoking feelings both from previous readings and life experience. Thus, the ultimate goal was the reader’s training. This research applies a qualitative, descriptive methodological approach to the development action research, as argued by Thiollent (2011). By working with Seis vezes Lucas, this study encourages subjective approaches to text and considers students’ perception of the reading, considering their means of expression – oral or written, with verbal and nonverbal language. Reading diary was also used as theoretical and methodological tool for data collection. The theoretical framework comprises studies on literary literacy (Cosson, 2012) subjective reading (Bajour, 2012; Jouve, 2002, 2013; Langlade, 2013; Rouxel, 2012, 2013b), and meaning making (and others).