Mediação do prefácio em antologias selecionadas pelo PNBE 2013 / Ensino Médio

Abstract

This thesis analyzes the preface paratext of anthological books from PNBE (School Library National Program) 2013 Collection 3, aimed at high school students, by investigating the preface text as a mediator for reading the anthologies; thus, promoting the reading of the literary work. The theoretical framework is based, especially, on Genette (2009), Hendel (2003), Collaro (2000), Araújo (2008) and Bringhurst (2005) with respect to the paratexts and the book composition; Fraisse (1997), Vapereau (1876), and Littré (1873) to support the study of anthology; Candido (2006, 2011), Chartier (2001), Chartier and Chartier (2016), Darnton (1990), Iser (1980), Nunez (1967), and Fischer (1966) in regard to aspects that involve reading; Colomer (2007), Horellou-Falarge and Segré (2010), Chartier (2016), Rösing and Vargas (2005), Silva (1986), Zinani and Santos (2012), Todorov (2009), and Brazil (2017b, 2018) as support for reading and for Literature in the school environment; Berenblum and Paiva (2006, 2008), Brazil (2011, 2012, 2014, 2016, 2017a, 2019), Cosson and Paiva (2014), Paiva and Berenblum (2009), Soares and Paiva (2014), and Ramos (2013) for issues concerning PNBE. The research problem is structured as follows: what is the role of the preface in anthologies selected and distributed by the School Library National Program (PNBE) to the High School segment of public schools? Therefore, the objective of this study is to investigate the role of prefaces in the anthologies from PNBE 2013 Collection 3, aiming at contributing to the promotion of the literary reading of books distributed by this Program to high school libraries. This qualitative research and exploratory study analyzes the preface text with the support of Bardin (2004), identifying the insertions in the preface which are aimed at promoting literary reading. The content analysis of the anthology introductory paratexts allows the reader to make inferences about: a) the author, by identifying contributions of his or her personal and professional life in the preface text; b) the anthological work itself, by observing how the preface promotes the anthology when recalling or anticipating some texts; thus, justifying the construction and gathering of the selected material, relating the preface to the collection or series itself and making the title of the paratext valuable; c) the anthology reader who is recognized with characterization and idealizations that ensure his or her indirect participation in the paratext; d) the chosen preface writer who is an essential agent for the broadening of the reading. The results of this research stress that the anthological books distributed by PNBE present a large variety of authors and literary texts which have well-reasoned proposals aimed at the high school audience; thus, revealing that it is meaningful material for actions involving literary reading in the school environment, considering that the collections are available in the school libraries. The prefaces written for these books meet some aspects aimed at the promotion of reading and of reading the anthology. Therefore, the preface writer, through the opening text, selects relevant information to introduce the book and the reading. Thus, this writer can be compared to the teacher who receives the literary material selected by the Program and who chooses the best tools to conduct his or her classes.