Por que ler As mil e uma noites? uma proposta de leitura do maravilhoso para o Ensino Médio

Abstract

This work aims to present a proposal for reading the marvelous for high school, given the fact that it is a segment of education in which young people are able to problematize and reflect on sensitive social issues, such as the various types of violence against women. To this end, a corpus of four narratives belonging to the first volume of the collection of The Thousand and One Nights (2006) is used as an object of analysis, with the aim of understanding that the performance of the marvelous in the work is configured as a strategy of social denunciation, as well as manipulation Against the female figure. In order to support the analysis undertaken, the reflections presented by Le Goff (1994) on the definition of the marvelous and the contributions raised by Eco (1994) regarding the model reader are taken as theoretical support, in order to observe the way how the process of manipulation and seduction takes place within the Reading experience of this work, since the aforementioned universal classic is structured in embedded narratives (TODOROV, 2006), which operate as one develops over the Other. The present work also aims to discuss the importance of the classics for the formation of young readers and the way in which these works can be a starting point for later Reading experiences (CALVINO, 1993).