O lugar da adaptação na formação de leitores de literatura: o caso de Dom Casmurro adaptado para HQ
Data
2021-05-28
Autores
Souto, Milena de Andrade 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta dissertação propõe-se a observar as adaptações literárias de clássicos da literatura
universal para História em Quadrinhos para o público infantojuvenil e o seu funcionamento na
formação literária dos alunos pertencentes aos anos finais do Ensino Fundamental e Ensino
Médio, com foco especial na obra Dom Casmurro (1997), de Machado de Assis, e Dom
Casmurro da série Clássicos Brasileiros em HQ, Editora Ática (2012), da autoria de Ivan Jaf e
com ilustrações de Rodrigo Rosa, obra pertencente ao Programa Nacional Biblioteca da
Escola (PNBE) do ano de 2013. Os objetivos da pesquisa contemplam construir uma reflexão
sobre as possibilidades de práticas de leitura realizadas nas escolas e em espaços não
escolares, considerando o papel do professor como mediador de leitura, estabelecendo
reflexões acerca do letramento literário e da formação do gosto leitor nos anos escolares,
trazendo considerações dos autores Cosson (2014, 2016), Soares (1999), Dalvi (2013) e Jouve
(2012), questões referentes às narrativas ficcionais de acordo com Eco (1994), a formação de
novos leitores a partir de adaptações de obras clássicas com base nos autores Machado (2002)
e Feijó (2010), a questão de obras clássicas da leitura a partir de Calvino (1993) e Machado
(2002) e adaptação de acordo com Hutcheon (2013), mediação de leitura a partir das
considerações dos autores Ceccantini (2009) e Silva (2009) e estudos sobre os quadrinhos de
Ramos (2010), Pina (2014) e Rodrigues (2014). Além de apresentar um levantamento de
dados sobre o Programa Nacional Biblioteca da Escola (PNBE) considerando os editais
lançados e as aquisições realizadas nos anos de vigência do programa, focalizando a inserção
de HQ na lista de obras contempladas pelo programa, a partir de Yamaguti (2018) e Fernandes
(2017). Além disso, foi realizada uma investigação acerca do conceito de literatura que os
documentos oficiais educacionais nacionais expõem, relacionando com as definições
explanadas por Compagnon (1999) e Culler (1999). Com inspiração nos círculos de leitura
apresentados por Cosson (2014) e no laboratório de leitura de Gallian (2017), foi criado uma
metodologia para auxiliar professores na mediação de leitura e interpretação de obras em HQ
adaptadas de clássicos da literatura, a qual foi intitulada de “Oficina de Leitura: o romance e a
HQ”, trazendo um roteiro de atividades que contemplam as cinco categorias narrativas:
narrador, personagens, enredo, tempo e espaço. Desta forma, a pesquisa visa a contribuição
para os estudos nas áreas de literatura, ensino e HQ.
This dissertation aims at perceiving and analyzing the adaptations of literature classics into comics for the general juvenile audience. Also, another objective of this study is to evaluate the literary development of middle and high schoolers while being exposed to Dom Casmurro (1997), written by Machado de Assis and adapted as a comic book by Editora Ática (2012), written by Ivan Jaf and illustrated by Rodrigo Rosa. The purpose of this research is to promote reflection on the practice of literary reading in schools and non-school spaces, taking into consideration the role of the teacher as mediator during the reading process. This paper reflects upon literary literacy and student engagement in reading rooted on the works of Cosson (2014, 2016), Soares (1999), Dalvi (2013) e Jouve (2012); fictional narratives according to Eco (1994); new readers engagement based on classic literature adaptation as discussed by Machado (2002) and Feijó (2010); considerations of reading classic literature by Calvino (1993) and Machado (2002); adaptation as examined by Hutcheon (2013); reading mediation according to Ceccantini (2009) and Silva (2009), and studies about comics by Ramos (2010), Pina (2014) and Rodrigues (2014). The study also provides some data over Programa Nacional Biblioteca da Escola (PNBE) based on the inclusion of comics as part of their program, Yamaguti (2018) and Fernandes (2017). With regard to the concept of literature established in the Brazilian Official Education Documents, an investigation was carried out taking into account the works of Compagnon (1999) and Culler (1999). Inspired by the reading circles strategy - as highlighted by Cosson (2014) - and the reading lab - based on Gallian (2017) - a new methodology was developed in order to support teachers on the mediation of literary reading. This methodology also aims at assisting teachers with the comprehension of comics adapted from classic literature. The literary project is named “Reading Workshop: Novels and comics”, and it promotes the five categories of narrative: narrator, characters, plot, time and setting. Thus, the research seeks to contribute towards the fields of literature, teaching and comics.
This dissertation aims at perceiving and analyzing the adaptations of literature classics into comics for the general juvenile audience. Also, another objective of this study is to evaluate the literary development of middle and high schoolers while being exposed to Dom Casmurro (1997), written by Machado de Assis and adapted as a comic book by Editora Ática (2012), written by Ivan Jaf and illustrated by Rodrigo Rosa. The purpose of this research is to promote reflection on the practice of literary reading in schools and non-school spaces, taking into consideration the role of the teacher as mediator during the reading process. This paper reflects upon literary literacy and student engagement in reading rooted on the works of Cosson (2014, 2016), Soares (1999), Dalvi (2013) e Jouve (2012); fictional narratives according to Eco (1994); new readers engagement based on classic literature adaptation as discussed by Machado (2002) and Feijó (2010); considerations of reading classic literature by Calvino (1993) and Machado (2002); adaptation as examined by Hutcheon (2013); reading mediation according to Ceccantini (2009) and Silva (2009), and studies about comics by Ramos (2010), Pina (2014) and Rodrigues (2014). The study also provides some data over Programa Nacional Biblioteca da Escola (PNBE) based on the inclusion of comics as part of their program, Yamaguti (2018) and Fernandes (2017). With regard to the concept of literature established in the Brazilian Official Education Documents, an investigation was carried out taking into account the works of Compagnon (1999) and Culler (1999). Inspired by the reading circles strategy - as highlighted by Cosson (2014) - and the reading lab - based on Gallian (2017) - a new methodology was developed in order to support teachers on the mediation of literary reading. This methodology also aims at assisting teachers with the comprehension of comics adapted from classic literature. The literary project is named “Reading Workshop: Novels and comics”, and it promotes the five categories of narrative: narrator, characters, plot, time and setting. Thus, the research seeks to contribute towards the fields of literature, teaching and comics.