Movies – a shortcut between reader and literary reading

quadruplic aesthetic reception in school context

Abstract

The experience of reading the literary text in a school context may not be fruitful. Despite this, there are experiences of literary reading practices in the school environment that spare no efforts to reverse this situation. The Filminutos project, developed at the Centro de Tempo Integral (CETI) Zacarias de Góis, can be an example of that, as it encourages the habit of reading literary texts and proposes the amateur production of short films based on this reading. In the meantime, the reader/student welcomes the project itself, the literary texts readings, the filmic texts (scripts) and the short films produced. Being aware of the importance of projects like this, our general objective is to understand how, from the realization of the Filminutos 2018 project, the aesthetic reception of Filminutos 2018 itself, literary texts, scripts and short films by readers literary works from CETI Zacarias de Góis. To achieve this goal, we rely on Jauss (1994). Our methodology relies on a case study on the Filminutos 2018 project, data collection through the application of a questionnaire and extensive direct observation, supported by Marconi and Lakatos (2003); Prodanov and Freitas (2013), among others. Our analysis and discussion of the data points out that the quadruple aesthetic reception took place in a positive way, mainly due to the young protagonism of the project reader and the taste for literary reading, which influenced this receptivity, demonstrating that the more the reader likes a literary text, the better he welcomes it.