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Este artigo pretende refletir sobre o Primeiro Encontro sobre Leitura Distante em Português que aconteceu na Universidade de Oslo a 27 e 28 de outubro de 2019. Elaboramos este texto com o intuito de disseminar os assuntos e ideias discutidos nesses dois dias de encontro. Após uma descrição abreviada de todas as intervenções, destacamos os principais pontos de discussão, assim como algumas sugestões avançadas pelos participantes, na esperança de alargar o debate sobre leitura distante dentro da comunidade de língua portuguesa.

In this review, we explore whether and how literature education may foster adolescent students' insight into human nature. A systematic search of five databases was complemented with citation tracking, hand searches, and expert consultation. We included 13 experimental and quasi-experimental intervention studies. Methodological quality and quality-of-intervention descriptions were assessed. Analysis of empirical support for expected intervention effects indicated that, under certain conditions, literature education may foster students' insight into human nature. One intervention affected students' insight into themselves, two affected their understanding of fictional others, and six affected their understanding of, views on, or intended behavior toward real-world others. Subsequent analysis of interventions with full or partial empirical support yielded instructional design principles on (a) text selection; (b) activating, annotating, and reflecting on personal life and reading experiences in writing activities; and (c) verbally sharing these experiences with others in exploratory dialogues. Limitations and implications for future studies are discussed.

In light of the hard times in which literary education has been finding itself, this paper evaluates the merits of two instructional interventions. It describes an experiment which contrasts interpretive and experiential approaches to reading carried out with 17 Comparative Literature Canadian university students. Two different sets of pre-reading and reading instructions were prepared. The group working under the control condition followed a set of 'interpretive instructions' while the one working under the experimental condition followed 'experiential instructions'. Participants in both conditions completed four measures: three questionnaires and a response essay. Video-recording of small group discussions also occurred. Intervention effects were evaluated statistically. No differences were found in any of the measurements except for story-driven reading, in which the control group scored higher than the experimental one. This means that participants preferred to focus on the plot or story-line and showed interest for action and compelling conclusions. The video recording, however, indicated higher voluntary participation in the experimental condition. As regards class assessment, the results were rather contradictory and unexpected, leading to the conclusion that interpretation and experiencing may not present us with an either-or situation but may most productively be regarded as complementary. Ultimately, this study advances the debate on the need to examine instructional interventions in literature classes empirically. [ABSTRACT FROM AUTHOR]

Based on the premise that stylisticians who are involved with teaching should be aware of the pedagogical orientation and reading paradigms which inform their practice, this article questions whether critical pedagogy can dialogue with stylistics as an approach to working with literary texts in the classroom. The theoretical claims are illustrated with examples from two Literary Awareness workshops in an EFL situation. The argument leads to the conclusion that irrespective of the political orientation and a rather romantic view of education, some of the ideas proposed by critical pedagogy can still contribute to the area of pedagogical stylistics in the years to come. The article concludes with a recommendation for more empirical research in the area. [ABSTRACT FROM AUTHOR]

The present study investigates the effects of foregrounding on the process of defamiliarization of students of literature and engineering, and on the way they develop refamiliarization, that is, the reconstructive process they undergo in order to return to familiar ground. It describes which refamiliarizing strategies these readers make use of and the role of feeling in this process. Data analysis is both quantitative and qualitative. The introspective method of the pause protocol is used in the qualitative part. Here, participants respond to the reading of a short story. The purpose is to investigate how they react to its content and which of its segments trigger comments. Results demonstrate that appreciating the formal elements of a text might be an effective strategy, as readers do not try to decode the text any longer and start reflecting on it, thus building an interpretation. They also develop a new perspective on the world around them and on themselves. [ABSTRACT FROM AUTHOR]