A compreensão ativa e a ressignificação valorada na leitura de A Metamorfose, de Franz Kafka : uma proposta dialógica para o ensino de literatura no ensino médio

Abstract

This dissertation investigates the potential of dialogic reading through valuative resignification in the teaching of literature in secondary education, taking Franz Kafka’s The Metamorphosis as its object of study. The research is driven by the need to overcome reading practices predominantly centered on textual decoding and the transmission of information about literary works, proposing instead an approach that fosters active understanding, responsiveness, and the ethical positioning of students in relation to the text. In this sense, the general objective of the research is to analyze the contributions of dialogic reading of The Metamorphosis, grounded in active understanding and valuative resignification, to the critical formation of secondary school students. Grounded in the theoretical framework of the Bakhtin Circle—particularly the concepts of dialogism, polyphony, bivocality, and axiology—as well as in studies on Reading through valuative resignification (Carvalho, 2024a) and the Neo-Fantastic (Roas, 2014), this investigation understands the Kafkaesque uncanny as an aesthetic strategy capable of eliciting social, ideological, and evaluative tensions in readers. Methodologically, this qualitative case study was developed through a reading workshop conducted over twelve sessions with first- year secondary school students from a public school in the state of Sergipe, Brazil. Data were generated from audio recordings of oral interactions, participants’ written productions, and records produced during the pedagogical intervention. These materials were analyzed in light of the discursive, aesthetic, and ethical dimensions proposed by Carvalho (2024a). The findings suggest that the articulation of dialogic theory, Kafka’s poetics of the absurd, and multimodal progression fostered the shared construction of meaning, the recognition of otherness, and the development of students’ critical positioning. As a contribution to literature teaching in basic education and to the PROFLETRAS program, this research presents the pedagogical guide Voices that Resignify: Dialogic Reading and Valuation in The Metamorphosis, developed as an educational product aimed at supporting literary mediation practices grounded in active understanding and valuative resignification.