DEPARTAMENTO DE LETRAS E LÍNGUAS ESTRANGEIRAS

Estética da Recepção em obras machadianas: um ensaio sobre Quincas Borba, Brás Cubas e Dom Casmurro Reader-response Criticism in Machado's works: an essay about Quincas Borba, Brás Cubas and Dom Casmurro ________________________________________________________ Nilmara Tomazi Resumo: O trabalho visa demonstrar conceitos da Crítica Literária e da Estética da Recepção nas obras Memórias Póstumas de Brás Cubas (1880), Quincas Borba (1891) e Dom Casmurro (1899), de Machado de Assis. Existem diferentes formas de ler a mesma obra a partir do "horizonte de expectativas" de cada leitor(a). Todas as leituras são válidas, pois cada uma contribui para a perpetuação dos estudos de obras que, de algum modo, revolucionaram a literatura brasileira. Fundamentado inicialmente nos estudos de Antônio Cândido (2000) sobre a formação da literatura brasileira, este trabalho investiga como são construídas tais narrativas ficcionais. Sobre essas releituras, aplicam-se conceitos levantados por Hans Robert Jauss, Woolfgang Iser e Karlheinz Stierle. Uma hipótese possível constatável é que para chegar a um entendimento mínimo da obra, o leitor ou a leitora deve dispor de determinado senso crítico para não deixar sua leitura ser conduzida, cair nas armadilhas narrativas. Para tanto, pressupõe-se um leitor ou uma leitora atento(a) às entrelinhas e aos não-ditos.

Esta obra é licenciada por uma Licença Creative Commons: Atribuição-NãoComercial-SemDerivações 4.0 Internacional-(CC BY-NC-ND 4.0). Os termos desta licença estão disponíveis em: <https://creativecommons. org/licenses/>. Direitos para esta edição cedidos à Pimenta Cultural. O conteúdo publicado não representa a posição oficial da Pimenta Cultural.

Esta obra é licenciada por uma Licença Creative Commons: Atribuição-NãoComercial-SemDerivações 4.0 Internacional-(CC BY-NC-ND 4.0). Os termos desta licença estão disponíveis em: <https://creativecommons. org/licenses/>. Direitos para esta edição cedidos à Pimenta Cultural. O conteúdo publicado não representa a posição oficial da Pimenta Cultural.

Esta obra é licenciada por uma Licença Creative Commons: Atribuição-NãoComercial-SemDerivações 4.0 Internacional-(CC BY-NC-ND 4.0). Os termos desta licença estão disponíveis em: <https://creativecommons. org/licenses/>. Direitos para esta edição cedidos à Pimenta Cultural. O conteúdo publicado não representa a posição oficial da Pimenta Cultural.

This study discusses the portrayal of Brazil in American television through the analysis of five episodes of series that focus on Brazil or on the Brazilian culture. The theoretical basis for the analysis consists of studies about representation, television and the television series genre, as well as of Amancio’s study (2000) about the representation of Brazil in foreign cinema. Through the analysis of the episodes, many of the figures that were also found in Amancio’s study were identified: the figure of the traveler, the image of Brazil as a place of self-realization, Brazil as a place of escape, and several stereotypes and clichés. The study suggests that Brazil has been portrayed in American television and in foreign cinema in very similar ways. In this sense, it emphasizes the necessity of problematizing such representations so as to question power relations and the already established forces in our society.

This study, inserted in the field of Language and Gender, investigates the reproduction of gender polarization in (pseudo) scientific discourse. In order to do so, we first analyzed a workshop proposal for a research event at a renowned higher education institution in Brazil entitled " What women like and what men seek: the neurobehavioral basis of passion ". In order to have a more contextualized understanding of such workshop, we also looked into the curriculum of the researcher who proposed it (which is available in the Brazilian Lattes platform) as well as a personal blog in which he writes about relationships and his views on related issues. Departing from an analysis grounded on theories of is to problematize the ways in which scientific discourse may function so as to reinforce gender binarism and gender stereotypes. Indeed, it is possible to conclude that the texts not only reproduce gender polarization but also seem to work to maintain the heterosexual market (BING; BERGVALL, 1996). Moreover, the problem of gender polarization in scientific discourses seems to be related to another kind of binarism: the division between hard sciences and soft sciences.

Bearing in mind the need for additional language teaching to focus on the promotion of social justice (Brasil, 1998; Crookes, 2013), this dissertation aims at investigating the effects of implementing a cycle of tasks (Ellis, 2003) for critical English language development in the context of basic and technological education. More specifically, the goal is to understand the students’ and the teacher-researcher’s perception of classes that contain both communicative and critical objectives. The study, inserted in the area of Critical Applied Linguistics (Pennycook, 2009), is of a qualitative interpretive nature (Davis, 1995) and follows the premises of critical and participatory action research (Cohen et al, 2000; MacDonald, 2012). It was conducted with a group of 20 high school students in their fourth curricular semester of the English subject in a federal school in the South of Brazil. Based on the results of a critical needs-analysis (Crookes, 2013) and on the theoretical principles of both task-based language teaching (Long, 2015) and Critical Pedagogy (Freire, 2005; Crookes, 2013), a critical task-cycle focusing on gender representation in the context of Mechanics and Engineering was designed and later implemented by the teacher-researcher. In order to gather data during task-cycle implementation, questionnaires about students’ perceptions were administered and semi-structured interviews were conducted with the students. Besides carrying out reflection sessions with two students after each class, the teacher-researcher filmed the classes and kept self-report diaries. At last, students’ written answers in some of the tasks also served as data for the present study. Data were transcribed and/or tabulated, and the recurrent themes that emerged from them were identified through a thematic analysis (Yukymenko et al, 2014). Data analysis suggests that tasks may indeed serve as a venue for the development of both communicative and critical skills due to their specific characteristics (Ellis, 2003). Moreover, the analysis points out to the pivotal role of the teacher in the implementation process of a critical task-cycle, who has to cater for contextual factors, deal with possible students’ resistance, construct a collaborative and dialogical learning environment aiming at critical consciousness development (Freire, 2005), guarantee that the aims of the tasks will be met, and direct students’ attention to specific topics of the class. From the perspective of the teacher-researcher, tasks seemed to have worked best when students were heard, when questions were posed to them, when different views were juxtaposed and when they could get to know facts
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and data that allowed them to reconsider certain views or myths (Freire, 2005). Data analysis also points out to the usefulness of Skehan’s (2009) framework for task-design and implementation in calibrating cognitive and linguistic complexities. Students, in turn, emphasized having learned to “do things with the language” (Long, 2015), implying that they could perceive their learning from a more holistic perspective. Their perceptions highlight that, in terms of critical content, they could better reflect on the issue of gender representation. The fact that the task-cycle dealt with a topic pertaining to the students’ contexts, together with its promotion of collaborative work was also perceived as positive. Even though students expressed resistance regarding the critical theme of the task-cycle, this seems to have changed throughout the process of task implementation, possibly due to the fact that they were engaged in a process of critical dialogue and could conduct research in order to build elaborate arguments. The present study indicates, therefore, the feasibility of promoting critical language development through the use of tasks and offers insight on how to approach language teaching from a critical perspective. Thus, it may inform teaching practices and teacher education initiatives that have a focus on social justice.

O projeto de extensão "Olhos D'Água": promovendo o estímulo à leitura e à igualdade de gênero em escolas da rede pública de Itajaí teve como objetivo promover refl exões sobre gênero e incentivar a formação de leitores tendo como público-alvo alunos e servidores de escolas da rede municipal de ensino que ofertam cursos voltados para a Educação de Jovens e Adultos (EJA). Dentre as atividades desenvolvidas, estiveram ofi cina de formação em leitura dramática, roda de conversa com professores sobre a temática gênero bem como leituras dramáticas com alunos e professores nas escolas. O projeto, desenvolvido no último trimestre de 2017, objetivou contribuir para o estímulo à refl exão e discussão sobre as questões de gênero no ambiente escolar e sobre o papel de alunos e professores na construção de uma sociedade igualitária.