Ensino de literatura e Recursos Educacionais Abertos (REA) na cultura digital : interações dos discentes leitores com os contos “Restos do carnaval” e “Felicidade clandestina”, de Clarice Lispector

Abstract

Thinking about the teaching of literature today, as well as the practices that guide this teaching, means thinking about the kind of student we want to educate. An autonomous, critical and reflective subject requires literary practices that favor his/her development and take into account his/her reading of the world. From this perspective, our research is outlined based on questions and inquiries about the way in which literature is approached in high school in an increasingly fast-paced and digital world. Based on the above, the general objective of this work is to investigate the interaction of third-year high school readers with the short stories “Restos do Carnaval” and “Felicidade Clandestina”, by Clarice Lispector, considering articulations with Open Educational Resources (OER) to rethink the teaching of literature in digital culture. In line with the general objective, the specific objectives are: 1) To map Open Educational Resources (OER) portals to support didactic planning in the artistic-literary field; 2) Develop a didactic sequence to address the short stories “Restos do Carnaval” and “Felicidade Clandestina”, by Clarice Lispector, in the 3rd year of high school, with the support of OER; 3) Evaluate the perceptions of the reading students of the 3rd year of high school, considering the literary experiences lived during the applied didactic sequence. Regarding the theoretical contribution, the research is guided by the following approaches: in the Aesthetics of Reception, we focus on Iser (1979, 1996); Jauss, (1976, 1994) and on the critical considerations of Zilberman (2015) on this theoretical aspect, in the teaching of literature in Cosson (2009, 2020); Dalvi, Rezende, Jover-Faleiros (2013) Silva (2003, 2005, 2006, 2014, 2017) among others, regarding reflections on cyberculture, we resorted to the approach of Lévy (1999). In the thematic axis of Open Educational Resources - OER, we contemplated the studies of Pretto (2012); Starobinas (2012); Baraniuk (2015); UNESCO (2011), Amiel (2010), among others. In methodological terms, the present investigation is of an applied nature, as it is action research, developed through a field study in a public school of the state high school network of Pernambuco. Regarding the organization of the didactic sequence for teaching literature, we resorted to the studies of Cosson (2009), through the proposal of the Basic Sequence, consisting of four stages: motivation, introduction, reading and interpretation. The research highlights the qualitative approach, with some quantitative data, and uses a Diagnostic Assessment Guide (RAD) as a data collection tool to identify the reading profile of the class in question. Regarding the proposed objectives, the research fits into the descriptive/interpretative design. The results show us that it is possible to rethink the teaching of literature, and that students, when engaged, can become active readers. The students' testimonies provide us with possible paths on how working with short stories in school can motivate them in the “game of literary reading” (Iser, 1979), through literature classes supported using OER.