Paths and Meanings in Reading Literature

Goose feather for literary sociopoetics

Abstract

This research focuses on the mediation of literary reading of works approved by the PNLD (National Textbook Program) for Upper Secondary Education, and its objective is to explore—through the aesthetic proposition Percursos-sentidos—how the reading and mediation of literary works can be carried out while respecting the aesthetic and artistic function of literature. The work explored is Pena de ganso, authored by Nilma Lacerda, approved in the 2021 call (object 5). In this study, we investigate how, through the methodology of Literary Sociopoetics, a literary book can be appropriately mediated in the classroom, respecting its aesthetic and artistic function. This is a qualitative and bibliographic study that employed the method of Literary Sociopoetics (Ozorio, 2025) for the analysis of the work.  The reading and analysis phase was organized based on the forces of literature that point to the aesthetic and artistic potency of the work (Fagundes, 2024), explored through the Percursos-sentidos proposition. The main theoretical framework supporting the research includes Barthes (1992; 2012; 2013; 2007), Neitzel and Ramos (2022), Fagundes (2024), Ozorio (2025), Gauthier (2012), among others. As results, we highlight: (a) literary sociopoetics requires a movement of escrileitura (reading-writing) on the part of the reader, leading them to reflect on the text; it is a methodology that encourages the reader to relate the text read to other texts, an exercise that enables the perception of the text as a hypertext; (b) considering the intertextual nature of the method and the mobilization of both the sensible and the intelligible in the reading of the work, the reading experience can contribute to the aesthetic education of the reader when the mediator regards the literary text as an aesthetic and artistic object to be appreciated as art; (c) this reading method requires an emancipatory mediator, in the sense attributed by Rancière (2013), a mediation that involves listening to the reader, opportunities for dialogue and research on the work, rumination on the text by intertwining theory and practice, and the proposal of challenges and aisthesis.