Literatura juvenil premiada: diálogos entre pesquisas acadêmicas, crítica especializada, escola e adolescentes leitores

Abstract

The dissertation presented here is linked to the investigations of the Research Line “Education and Languages” of the Graduate Program in Education, and is part of the dialogues of the Research Group “Literature and Education”, of the Federal University of Espírito Santo. From a qualitative approach, this study, produced at the confluence between academic research, literary criticism, school and adolescent reader, investigated, within a public elementary and high school of the state school of Espírito Santo, which dialogues students enrolled in the 9th grade of elementary school establish with the youth books chancellored by the "Jabuti Prize" of the Brazilian Book Chamber (CBL) and the "Orígenes Lessa - Best for the Young" award granted by the National Children's Book Foundation (FNLIJ) , contrasting such impressions with the opinion of the literary critic and the school. To this end, the research subjects selected by the adolescent readers, among ten works awarded by the CBL and FNLIJ in the years 2013 to 2017, the books Fragosas brenhas do matero, by Ricardo Azevedo (Jabuti Award 2014); The Black Line, by Mario Teixeira (Jabuti Award 2015); At 7 and 40, by João Anzanello Carrascoza (FNLIJ Award 2013) and A place called here, by Felipe Machado (FNLIJ Award 2017). In fact, to identify the dialogues between the opinion of the critic, the school and the adolescent reader, this work combines bibliographic-documentary research with field research and is guided by the theoretical orientations of Mikhail Bakhtin (1981; 1993; 2006; 2011). as for Dialogism and Polyphony; Maria Amélia Dalvi (2012; 2013; 2014), regarding the conceptions of reading and literature; and João Luís Ceccantini (2000; 2004; 2015a; 2015b; 2016; 2017), Alice Áurea Penteado Martha (2011; 2012; 2013; 2014) and Vera Teixeira de Aguiar (2012; 2013; 2015), regarding the youth literature Brazilian Thus, this work, at the interface between literature and education, adds to the background of academic research aimed at recognizing youth literature as an aesthetic object, without disregarding the relationships established between young people, reading and school. Thus, it seeks to know alternatives to improve reader training practices at school, especially in the final years of elementary school