Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-31T22:16:14Z No. of bitstreams: 1 MariaAparecidaDeAlmeidaRego_DISSERT.pdf: 27400484 bytes, checksum: aeafb8d06032bb3fafd9b8ab8c2453c1 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-08T20:31:32Z (GMT) No. of bitstreams: 1 MariaAparecidaDeAlmeidaRego_DISSERT.pdf: 27400484 bytes, checksum: aeafb8d06032bb3fafd9b8ab8c2453c1 (MD5) / Made available in DSpace on 2016-04-08T20:31:32Z (GMT). No. of bitstreams: 1 MariaAparecidaDeAlmeidaRego_DISSERT.pdf: 27400484 bytes, checksum: aeafb8d06032bb3fafd9b8ab8c2453c1 (MD5) Previous issue date: 2015-03-31 / O objetivo desta pesquisa ? apresentar uma leitura do romance Macau (1934), do escritor Aur?lio Pinheiro, situado no contexto da literatura brasileira, produzida na d?cada de 30 do s?culo passado e analisar as configura??es da linguagem que revelam conflitos individuais e sociais relacionados ?s tens?es decorrentes dos processos de moderniza??o de uma cidade do interior do Rio Grande do Norte, tendo em vista a aplicabilidade desses conhecimentos no contexto educacional. As discuss?es acerca do ensino de literatura levaram a uma experi?ncia de est?gio no Ensino Superior, tendo como leitura liter?ria norteadora esse romance. Nesse sentido, esta pesquisa, de car?ter bibliogr?fico, anal?tico e emp?rico, encontra-se nas discuss?es entre literatura e ensino que nos permitem, al?m de uma leitura cr?tica acerca do romance Macau, um olhar tanto na Educa??o B?sica quanto na forma??o de professores, o que justifica a vincula??o desta disserta??o ? linha de pesquisa ?Leitura do texto liter?rio e ensino?. Os objetivos foram atendidos a partir de leituras do texto liter?rio, breve estudo sobre o autor, an?lise das tens?es expressas pela linguagem, defesa da literatura como um direito universal, revis?o panor?mica de pesquisas relacionadas ao ensino de literatura, leitura de documentos oficiais que regulamentam a educa??o brasileira, discuss?o sobre forma??o de professores, est?gio no Ensino Superior com aplica??o de uma sequ?ncia did?tica, recep??o do referido romance por professores em forma??o voltada para a aplicabilidade na Educa??o B?sica. Para isso, a pesquisa teve como orienta??o te?rica, prioritariamente, os estudos de Antonio Candido (1976; 1995), Lu?s Bueno (2006), Walter Benjamin (1985), Mikhail Bakhtin (2010), Hans Robert Jauss (1994), Theodor Adorno (2006), Antoine Compagnon (2009) e Rildo Cosson (2009). / The objective of this research is to present a reading of the novel Macau (1934), authoring of Aur?lio Pinheiro, situated in the context of Brazilian literature produced in the 30s of the last century and analyze the settings of language that reveal individual and social conflicts related to tensions arising of the modernization of a city in the interior of Rio Grande do Norte, in view of the applicability of this knowledge in the educational context. The discussions on the teaching of literature led to an internship experience in the higher education, with the guiding literary reading of the novel Macau. In this sense, this research, bibliographic, analytical and empirical, is in discussions between literature and education that allow us, in addition to a critical reading about Macau romance, a look both in basic education and in teacher training, which justifies linking this thesis in the research line ?Reading of the literary text and teaching?. The objectives were met from literary readings of the text, brief study of the author, analysis of the tensions expressed by language, literature defense as a universal right, panoramic review of research on the teaching of literature, reading official documents governing the Brazilian education, discussion of teacher training, training in higher education with application of a didactic sequence, receipt of that novel by teachers in training directed to the applicability in basic education. For this, the research was the theoretical framework primarily the studies of Antonio Candido (1976; 1995), Lu?s Bueno (2006), Walter Benjamin (1985), Mikhail Bakhtin (2010), Hans Robert Jauss (1994), Theodor Adorno (2006), Antoine Compagnon (2009), and Rildo Cosson (2009).