Leitura e humanização: o letramento literário em uma abordagem crítica

Abstract

This master’s thesis is linked to the Degree in Languages Graduate Program (PPGLetras), from the Universidade Federal do Tocantins, in the area of Literary Studies, together with the line of research in Theory, Criticism and Comparatism. Such research brought forward supports the thesis that, through a critical approach to literary works, one can envision the formation of an emancipated, critical individual, capable of “seeing himself in the other” and, consequently, establishing relationships based on the appreciation of existing differences, in a continuous process of humanization. To support this perspective, this work discusses with authors such as Candido (1972, 2006, 2017), Todorov (2009), Paulino (2007), Cosson (2009, 2018), Zilberman (1984, 2009), Ferreira (2001), Britto (2012), Soares (2014), Morin (2003) and Foucambert (1989) to sustain the discussion. In this regard, the objective was to map how the knowledge produced on the theme “reading and humanization” has been taken on board in postgraduate productions in Brazil. It was chosen the State of the Art research methodology, mapping the master's dissertations with a time frame of analysis from 2008 to 2020, using the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) – linked to Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT). Fifteen (15) researches were found out and analyzed, along with the perceptions of researchers who proposed to investigate about the themes associated with “literary reading, literacy and humanization”, their main notes, in order to establish a dialogue that would provide a space for reflection and the contributions of the critical approach to literature aimed at the humanization of the reader. Resembling points were detected in the researchers’ viewpoints and analyses, of which the defense of the pragmatic approach of the literary text stands out focused on contextualization and the search for its meaning, it guided by critical literacy, questioning and deconstructing the perspective of teaching historicized literary reading by school, or reading for mere artistic contemplation. The data collected demonstrated that the premise of literary literacy gained new contours in theoretical studies, while there was a need to review reading practices that contemplated the new demands of the language appropriation process.