Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T23:16:19Z No. of bitstreams: 1 CleidianeBragaLima_DISSERT.pdf: 6732550 bytes, checksum: 4c205714d1a48aeba5a8b8ace6547017 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-12T21:00:50Z (GMT) No. of bitstreams: 1 CleidianeBragaLima_DISSERT.pdf: 6732550 bytes, checksum: 4c205714d1a48aeba5a8b8ace6547017 (MD5) / Made available in DSpace on 2017-06-12T21:00:50Z (GMT). No. of bitstreams: 1 CleidianeBragaLima_DISSERT.pdf: 6732550 bytes, checksum: 4c205714d1a48aeba5a8b8ace6547017 (MD5) Previous issue date: 2016-12-16 / Quando pensamos na experi?ncia da leitura, a obra liter?ria seria o artefato que ? oferecido ? consci?ncia de um leitor, o texto liter?rio n?o deve ser uma realidade independente dessa consci?ncia, que sente e percebe os significados de uma forma particular, cont?nua, livre de amarras impostas por delimita??es alheias. A obra liter?ria precisa de seu leitor para percorrer diferentes ?pocas e contextos e existir, de fato. Fazer o autor perder a unidade detentora de sentidos e possibilitar ao texto a liberdade necess?ria para desprender-se dos preceitos estruturalistas e formalistas que - por atribu?rem exclusivamente ? pr?pria textualidade a responsabilidade interpretativa de uma obra, n?o privilegiaram o leitor nessa rela??o - ? o pressuposto levantado pela est?tica da recep??o, corrente contempor?nea da teoria da literatura, escolhida para nortear esta proposta de interven??o. A proposta desta disserta??o ? centrada em utilizar a est?tica da recep??o, aplicada atrav?s de uma sequ?ncia did?tica idealizada por Cosson (2009) junto a uma turma do 9? ano do ensino fundamental em uma escola do munic?pio de Fortaleza, Cear?. Objetivamos valorizar o papel ativo do aluno/ leitor na an?lise e interpreta??o de uma obra fundamental da literatura brasileira que ? O corti?o, de Alu?sio Azevedo. Trata-se de uma pesquisa-a??o, com a abordagem de dados qualitativos propostos por Bogdan e Biklen (1991). A fundamenta??o te?rica recorre ? aplica??o de conceitos de grandes predecessores e estudiosos da teoria receptiva como Barthes (1968), Jauss (1994), Iser (1999), assim como te?ricos que nos auxiliam nas novas formas de compreender o texto liter?rio, como Zilberman (1989), C?ndido (2000), Cosson (2009), Oliveira (2009), Zappone (2009), dentre outros. Ao final de nossa interven??o, observamos que os alunos adquiriram apre?o pela obra lida, tra?aram suas pr?prias impress?es acerca dela e buscaram novas fontes para exercerem uma leitura consciente, al?m de enxergarem sua pr?pria import?ncia na constru??o de significados, livres de julgamentos, n?o apenas em O corti?o, mas tamb?m em leituras vindouras. / When we think of the experience of reading, the literary work would be the artifact that is offered to the consciousness of a reader, the literary text shouldn't be a reality independent of that consciousness, which feels and perceives the meanings in a particular, continuous, imposed by other people's delimitations. The literary work needs its reader to traverse different epochs and contexts and exist, in fact. To make the author lose the sensory unity and allow the text the freedom necessary to detach itself from the structuralist and formalist precepts which - because they attributed exclusively to their own textuality the interpretative responsibility of a work, didn't privilege the reader in this relation - is the presupposition Raised by the aesthetics of the reception, contemporary current of the theory of literature, chosen to guide this proposal of intervention. The proposal of this dissertation is centered in using the reception aesthetics, applied through a didactic sequence idealized by Cosson (2009) next to a class of the 9th year of elementary education in a school in the city of Fortaleza, Cear?. We aim to value the active role of the student / reader in the analysis and interpretation of a fundamental work of Brazilian literature that is O Corti?o, by Alu?sio Azevedo. It is an action research, with the approach of qualitative data proposed by Bogdan and Biklen (1991). The theoretical basis is based on the application of concepts of great predecessors and students of receptive theory such as Barthes (1968), Jauss (1994), Iser (1999), as well as theorists who help us in the new ways of understanding the text Literary, such as Zilberman (1989), Candido (2000), Cosson (2009), Oliveira (2009), Zappone (2009), among others. At the end of our intervention, we observed that the students acquired appreciation for the work they read, drew their own impressions on it, and sought new sources to exercise a conscious reading, as well as seeing their own importance in constructing meanings, free from judgments, not just in O corti?o, but also in readings to come.