A leitura literária como experiência performática: estudo das práticas leitoras de professores de língua inglesa

Abstract

This thesis analyzes the literary reading practices of English language teachers in order to understand them as performance experiences. The theoretical foundation starts with a comprehension of reading, grounded on Leffa (1996), Kleiman (1995), Solé (1998), Silva (1997), Jouve (2002), Terra (2014), Britto (2015), Eco (1991) and Petit (2009; 2013; 2019). It also features aspects of Reception Aesthetics, based on the contributions of Jauss (1979; 1994) and Iser (1979; 1999); as well as the Cultural Industry, with the discussions proposed mostly by Adorno (1986; 2010). Elements of the Sociology of Reading were added to the thesis with the contribution of Bourdieu (1982; 1996) and Chartier (1994; 2001a, 2001b) and, through the Anthropology of Reading, the considerations were founded on Turner and Bruner (1986), Larrosa (2019), Boyarin (1992), Zumthor (2020) and Schechner (2020), discussing with greater emphasis the concepts of experience and performance. In addition to the literature review, this research consisted of a descriptive study of the literary reading practices of the group mentioned, divided into two stages of data collection: in the first, in order to trace the reading profile, it was used an online questionnaire sent to 80 teachers, contacted via 4th CRE and BRAZ-TESOL, with the return of 55 instruments. In the second stage, 10 subjects who had responded to the questionnaire were chosen to be interviewed, aiming at revealing the performative reading experiences of each participant. Throughout this thesis, it is demonstrated that the profile of the English teacher-reader is characterized by teachers with a degree in Modern Languages, having less than 10 years of teaching experience, working mainly in language schools and who declare their proficiency in English at the C1 level, according to CEFR. These teachers are considered readers since they read at least 5 books a year and perform literary readings in English and Portuguese, having read the last text in English two months ago and in Portuguese a month ago (with reference to the period of data gathering). The English teacher-reader cultivates reading practices by commenting on books read with friends and colleagues, as well as selecting literary readings for other reasons unrelated to the profession, although one considers that elective readings expand the understanding of the world and of teaching activities. As in-depth comprehension of the reading experiences of this reader profile, it was noticed that there is a generation influenced by contemporary titles, even though classic literary works also make up the researched group's reading repertoire. Regarding English, data revealed that readings would be even more constant in this language if access to the original work were not yet so difficult, in financial terms. The collected data reported that there are no readers in the group who participate in reading clubs, as they prefer to choose their literary texts based on individual criteria. There was also a consensus on the idea that literary reading involves a gesture of rupture in routine and the opening of a time and space that are oblivious to everyday life. Also, sharing literary experiences was described as a way to create connections with other readers. Another relevant aspect concerns the paper book, as a cultural object, being preferred to virtual formats. When entering the performative experience of literary reading, it is understood that, as the reader incorporates it, being cognitively, emotionally and physiologically involved by the pleasure of the text, such experience reveals itself as performance. [resumo fornecido pelo autor]