Capitu na sala de aula: da história literária à imagologia

Abstract

Traditional works of historical literature have helped to consolidate an idea of a pedagogical literature that permeates basic and higher education, serving as a guide and resistance to a canon that has crystallized itself both in the choice of works and in the way each one is read and interpreted. With the intention of narrating and recording national literature and its entire process of maturation, several intellectuals breathed life into a genre that had reached its peak in the 19th century. Our intention, at first, is to evaluate, through the evocation of authors such as João Adolfo Hansen, Paulo Franchetti, Abel Barros Baptista and others, how a work aimed at teaching national historic literature reveals its limitations. To compare theory and practice, we analyzed, in a second moment, the National Common Curriculum Base and its premises; the high school literature curriculum proposed by the Rio de Janeiro State Secretary of Education for the year of 2022; and textbooks from the National Textbook Program, in order to verify the extent to which the traditional historic literature model continues to be reproduced in our high schools. Finally, the focus on the research is the famous novel Dom Casmurro, an exemplary case of a work subjected to literature teaching that reaffirms the author's place in the timeline of period styles, without any really solid work of analysis. Proposing a counter-canonical reading, we focus on the novel in the light of Daniel Henri-Pageaux's imagistic theory, the basis for the study of literature images in three stages: lexicon, hierarchical relationships and setting. At each stage, a level of the literature text in order to highlight how the images created by the narrator Bento Santiago about Capitu help to forge a profile of a woman characterized by untrustworthiness and malice. After the aforementioned theoretical and analytical journey, we propose a didactic sequence of work with the book, in order to make a practical contribution from a pedagogical point of view