A performance como incentivo à leitura literária

Abstract

The present study proposes a challenge to reinvent the reading practices of literary texts at the Colégio Estadual Dôrval Ferreira da Cunha. Given the lack of interest that most students present, we tried to create a favorable environment within the classroom for text-reader interaction, providing a space of freedom for students to express themselves through reading, in addition to promoting dramatized reading activities, privileging the aspects involved in the performance, present in all poetic communication. We understand that dramatized reading broadens the perception of the text, enabling students of elementary school to create an authentic construction of meaning, in addition to strong links between all participants (teacher-students), providing the aesthetic experience in contact with the text, whether in reading silent as in the dramatized reading. To build this proposal during classes, we used cartography, a concept initially formulated by Gilles Deleuze and Félix Guattari, and developed by a group of Brazilian researchers (PASSOS, KASTRUP, ESCÓSSIA, 2015). Cartography starts from the reframing of the concept of methodology in terms of ways of understanding the subject-object relationship. In contrast to understanding literary literature, as a representation, we sought to develop reading practices in which the reader and the text constitute each other in a relationship of production of subjectivity.