Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-02-22T23:29:30Z No. of bitstreams: 1 Vers?o final Disserta??o.pdf: 1899257 bytes, checksum: dff245db991f83a8137f129e9c05c866 (MD5) / Made available in DSpace on 2018-02-22T23:29:30Z (GMT). No. of bitstreams: 1 Vers?o final Disserta??o.pdf: 1899257 bytes, checksum: dff245db991f83a8137f129e9c05c866 (MD5) Previous issue date: 2017-03-09 / This research comes out from the concerns of a literary reader who became a Portuguese Language teacher, and who, because of this choice, came to live closely with the contradictions that are revealed within the space that is intended to be privileged in the role of forming readers: school. Mobilized by the objective of understanding how the students receive the literature proposed by the school and the consequent sense that they attribute to the institution in this question, six subjects of basic education were defined as subjects of this study who already had a certain approximation with the literary reading. All the collaborators come from the countryside and are enrolled in Joaquim In?cio de Carvalho State High School, located in the municipality seat of Irar?-Ba. In this sense, the corpus of this research privileges the reading trajectory of the subjects, whose roots are embedded in the first eavesdropping, therefore in the oral tradition and the encounter between this trajectory and the school institution. The data collected, first in the focus group session and then in the semi-structured interviews, are analyzed qualitatively in the light of the postulates of the Theory of Reception Aesthetics in dialogue with other theorists and scholars of this topic. It was possible to perceive that the likes these young readers does not dialogue with the school practices, since they transit among the self-help, the best sellers or the fanfics, being opposed to the canonized literature characteristic of the school programs. These data expose, on the one hand, the weaknesses present in the context of the so-called Basic Education that go from the disagreement among oral discursive practices and the literacy process, passing through the curricular discontinuity between the stages, Fundamental and High School, to negligence, when not the negation, of the reading practices of young readers, which could serve as a market entry to texts of greater aesthetic quality. On the other hand, however, these same data point to the fact that it is in the school context favors, even if indirectly, the approximation with the literary reading. / Esta pesquisa nasce das inquieta??es de uma leitora de literatura que se fez professora de L?ngua Portuguesa, e que em fun??o dessa escolha, passou a conviver de perto com as contradi??es que se revelam dentro do espa?o que se pretende privilegiado no papel de formar leitores: a escola. Mobilizada pelo objetivo de compreender como os estudantes recebem a literatura proposta pela escola e o consequente sentido que atribuem ? institui??o nesse quesito, definiu-se como sujeitos deste estudo seis concluintes da educa??o b?sica que j? possu?am certa aproxima??o com a leitura liter?ria. Todas as colaboradoras s?o oriundas do campo e est?o matriculadas no Col?gio Estadual Joaquim In?cio de Carvalho, situado na sede do munic?pio de Irar?-Ba. Nesse sentido o corpus desta investiga??o privilegia a trajet?ria de leitura dos sujeitos, cujas ra?zes est?o fincadas nas primeiras escutas fruidoras, portanto na tradi??o oral e o encontro entre essa trajet?ria e a institui??o escolar. Foi poss?vel perceber que o gosto dessas jovens leitoras n?o dialoga com as pr?ticas escolares, visto que transitam entre a autoajuda, os best sellers ou as fanfics se contrapondo ? literatura canonizada caracter?stica dos programas escolares.Os dados levantados, primeiro na sess?o de grupo focal depois nas entrevistas semi-estruturadas, s?o analisados qualitativamente ? luz dos postulados da Teoria da Est?tica da Recep??o em di?logo com outros te?ricos e estudiosos desta tem?tica. Tais dados exp?em, por um lado, as fragilidades presentes no contexto da chamada Educa??o B?sica que v?o desde o desencontro entre as pr?ticas discursivas orais e o processo de alfabetiza??o, passa pela descontinuidade curricular entre as etapas, Fundamental e M?dio, at? o negligenciamento, quando n?o a nega??o, das pr?ticas de leitura dos jovens leitores, as quais poderiam servir como porta de entrada a textos de maior qualidade est?tica. Por outro lado, entretanto, esses mesmos dados apontam para o fato de que est? no contexto escolar favorece, mesmo que de forma indireta, a aproxima??o com a leitura liter?ria.