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A Personagem-Autor: Um Mecanismo de Discussão de Estéticas na Aula de Português
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O estudo dos movimentos estéticos de que as obras literárias são parte atuante constitui uma via para o enriquecimento cultural e para o desenvolvimento das competências e sensibilidade estéticas e artísticas. Apresentando estes e outros benefícios, o despertar dos alunos para os diferentes valores estéticos presentes nas diversas obras deve ser uma das preocupações do professor no trabalho sobre o texto literário a realizar na aula de Português. Com foco, precisamente, na abordagem dos valores estéticos associados ao
romance Os Maias, de Eça de Queiroz, e ao drama em gente da poesia pessoana, este relatório incide sobre a Prática de Ensino Supervisionada por mim realizada na Escola Secundária Pedro Nunes, durante o ano letivo 2022/2023. Os percursos implementados na lecionação em turmas do 11.º ano e do 12.º ano têm como primeiro objetivo promover, junto dos alunos, o entendimento do modo como, ao introduzirem na sua
obra literária personagens que, atuando nela, produzem os seus próprios textos – as personagens-autor –, os autores geram uma discussão de estéticas no interior da mesma. Na sequência desta tomada de consciência por parte dos alunos, o último objetivo dos percursos colocados em prática nas aulas do 11.º ano e do 12.º ano será o de desenvolver nos alunos a compreensão dos movimentos estéticos que entram em discussão através do mecanismo representado pelas personagens-autor. A descrição e a análise crítica das aulas lecionadas no decurso desta Prática de Ensino Supervisionada propõem-se, assim, como contributo para uma reflexão acerca da utilidade didático-pedagógica das personagens-autor no estudo dos movimentos estéticos em que os textos literários se inserem e daqueles a que reagem.
The aesthetic movements study of which literary works are an active part constitutes a way to cultural enrichment and to the development of aesthetic and artistic competences and sensibility. Presenting these and other benefits, the awakening of students to the different aesthetic values of different works should be one of the teacher’s concerns while is working on the literary text at the Portuguese class. Focusing, precisely, on the approach aesthetic values of aesthetic values associated to the novel The Maias, by Eça de Queiroz, and the drama in people of Pessoa’s poetry, this report covers my Supervised Teaching Practice at Escola Secundária Pedro Nunes, during the academic year of 2022/2023. The routes implemented with 11th grade and 12th grade students has, as the first objective, promoting among them the understanding of how authors generate an aesthetic discussion by introducing into their literary work characters that, acting in it, also produce their own texts in it – the author-character. Following this awareness of students, the last objective will be to develop in them, with the routes implemented in their classes, an understanding of the aesthetic movements discussed through the mechanism represented by characters authors. The description and the critical analysis of the classes taught during this Supervised Teaching Practice are thus proposed itself as a contribution to a reflection on the didactic-pedagogical usefulness of the author-character on the study of the aesthetic movements in which literary texts are inserted and those to what react.
The aesthetic movements study of which literary works are an active part constitutes a way to cultural enrichment and to the development of aesthetic and artistic competences and sensibility. Presenting these and other benefits, the awakening of students to the different aesthetic values of different works should be one of the teacher’s concerns while is working on the literary text at the Portuguese class. Focusing, precisely, on the approach aesthetic values of aesthetic values associated to the novel The Maias, by Eça de Queiroz, and the drama in people of Pessoa’s poetry, this report covers my Supervised Teaching Practice at Escola Secundária Pedro Nunes, during the academic year of 2022/2023. The routes implemented with 11th grade and 12th grade students has, as the first objective, promoting among them the understanding of how authors generate an aesthetic discussion by introducing into their literary work characters that, acting in it, also produce their own texts in it – the author-character. Following this awareness of students, the last objective will be to develop in them, with the routes implemented in their classes, an understanding of the aesthetic movements discussed through the mechanism represented by characters authors. The description and the critical analysis of the classes taught during this Supervised Teaching Practice are thus proposed itself as a contribution to a reflection on the didactic-pedagogical usefulness of the author-character on the study of the aesthetic movements in which literary texts are inserted and those to what react.
Descrição
Palavras-chave
Ensino de português Sala de aula Autor Personagem Discussão estética Fernando Pessoa Eça de Queiroz Drama em gente Os Maias Ensino-aprendizagem Author Character Aesthetic discuss Drama in people The Maias Teaching-learning