Concepções de leitura: obras literárias para neoleitores do Movimento Brasileiro de Alfabetização (MOBRAL- 1970 a 1985)

Abstract

In the formation of youth and adult readers and writers, there are links between the ways in which these people conceive reading throughout life, and the experiences, social life roles and production of everyday knowledge. Literature, as a way of understanding life, contributes to expand and give new meaning to these bonds. In this thesis, an investigation based on historical sources of a vast literacy movement during the period of the civil-military dictatorship in Brazil, we sought to understand how reading was thought and expressed in literary works offered to newly literate subjects — neo-readers of Mobral —, as part of their training as readers, considering social and academic ways. To achieve this, the research use authors from the field of Youth and Adult Education, and from other fields, whose studies are a reference in the area of reading and writing and readers and writers’s formation. The theoretical-methodological approach used, based on a qualitative research, relied on an extensive bibliographic and systematic survey, using the evidential paradigm, in collections of previously defined reading sources, from the historical period from 1970 to 1985 (Mobral’s period of operation), which defined the research corpus. It used field diary’s records; mapping of works from the collections researched; finally, in order to better understand revelations from the work of interrogating the sources, regarding the ideological and epistemological conceptions of the materials under analysis, it used historical and theoretical references in the field of reading and education policies. The research was supported, as one of the sources, in the Project of Reference and Memory Center for Popular Education and Education of Youth and Adults of Rio de Janeiro’s collections (CReMEJA), but also on collections from other memory spaces of Rio de Janeiro city. It concludes that the literary works offered to neo-readers were linked to subjects’s daily life, as they portray similar situations to the reality of each one's life. This conclusion has positively surprised among other initiatives developed by Mobral, when presenting literature as a central role in neo-readers’s lives, by valuing literary texts for subjects’s formation, on a period when censorship was present in the field of arts, press and politics. Although Mobral was implemented as a propagator of the dominant ideology in the dictatorial regime, it is not possible to say that all the pedagogical practices of that time acted towards oppression and alienation. The evidence reveals the power of resistance, through the literature, to the political and ideological model.