TRANSMEDIA READING OF LITERATURE BY DESIGN: (SUB)VERSIONS OF CANON IN THE ELEMENTARY SCHOOL

ABSTRACT

This article aims to analyze the reading process of ninth-grade students of an Elementary school based on their final work on adapting the novel “Senhora” by José de Alencar into a short film. Data gathering occurred through action research conducted at a private institution and triangulated to understand the process of appropriation of the novel in three significant changes between the work of Alencar and the work produced by the students. The analyses were carried out upon the interrelation between the concept of subjective reading of the literary text (ROUXEL, 2012, 2013; LANGLADE, 2013; JOUVE, 2013) and designs of meanings (THE NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2009). The results show that the subjective reading process of the literary work involved the construction of a trajectory in which students resignified elements of the novel that they were not familiar with or were coherent to their world of experience and own repertoires, especially those from their audiovisual media references. It was also possible to assert from the analysis that transmedia narratives in the literary reading project allowed students to appropriate the literary text while making it part of their collection and not only as part of a school repertoire since its meaning was established on the reading process aprioristically.

Keywords:
literature teaching; multiliteracies; subjective reading; elementary school