Entrelaçamento dos planos da linguagem na literatura juvenil contemporânea: alternativas de leitura

Abstract

This thesis proposes an investigation on the role of language in the indication of literary works (for the youth). In order to make this thesis operational, we have deeply analyzed some texts in which we search for linguistic-discursive marks that can reveal the quality patterns of the literary texts, also observing the functioning of the Portuguese language in them: their phonological, morphological, syntactic, and semantic manifestations that generate original effects of meaning, so as to open spaces in the so-called literary canon, bringing new titles and new Brazilian writers to our canon. It is our intention to trace an alternative line of reading, aiming at seducing students who are enrolled in the last terms of the Fundamental and High School levels, so that they can become real members of a reading community whose horizons are not limited to school terms. It is our objective, thus, to develop in the students some reading and interpretative abilities, as well as expertise in writing and oral expression in their mother tongue which will lead them to a reflection on language that will be developed along the teaching-learning process. As this thesis is centered on the trio Portuguese language-Teaching-Reading, and its corpus is concentrated on the literary speech, our goal is to call the attention of the student to the necessity of questioning the writer s linguistic-discursive choices in his/her aesthetic elaborations of the narrative, with the objective of activating the participation of the student-reader in the construction of the meaning(s) of history. Therefore, our final goal is to use language as the central subject of the Portuguese lessons, focusing on the relationships between text production and its interactive purposes