A formação estética literária com estudantes do 6º ano: limites e possibilidades.

Abstract

This dissertation is linked to the Study, Research, and Intervention Group in Reading, Writing, and Literature in School (LELIT) and to the Professional Master's Program in Letters - PROFLETRAS. The aim is to observe how aesthetic education in schools, systematically conducted through literature, can contribute to the holistic development of human beings, considering the context in which it occurs. It examines the functionality, efficiency, and diversity of such activities, specifically the ways of providing aesthetic experiences, while pointing out possibilities and limitations encountered in the teaching process of literary aesthetic experience in schools. This empirical-interventionist research, therefore a participatory research, was conducted in a municipal school in Altamira / PA. The intervention involved a mediation proposal called "One Reading for Each Day," designed and implemented by the teacher/researcher in two 6th-grade classes. This intervention focused on the study of literary aesthetics, aiming to expose students to literary texts and audiovisual productions that interact with each other, emphasizing the aesthetic value these texts hold in shaping the holistic development of individuals. The research corpus consisted of Portuguese language classes and the pedagogical practices themselves, documented meticulously through video recordings, images, and diary entries (both by the teacher and the students). The research followed Minayo's (2009) assumptions and comprised three stages: 1. exploratory phase; 2. fieldwork; 3. analysis and treatment of empirical and documentary material. The findings underscore the importance of literary engagement and the relevance of literary aesthetic experience through the study and reading of literary texts in child development across all aspects, especially in the formation of their personality through aesthetic development and critical thinking. This fosters reflection on their own values and beliefs, as well as those of the society to which they belong. The results also highlight the need for continuous teacher training, a fundamental element for enabling a more comprehensive, dynamic, and reflective approach in educational practices.