Frankenstein, de Mary Shelley: uma sequência didática expandida

Abstract

The work Frankenstein; or, The Modern Prometheus was first published in 1818 by Mary Wollstonecraft Shelley. Over more than 200 years, Frankenstein has become one of the most relevant canonical works in the world, inspiring countless studies on its narrative structure, authorship, themes, and potential to captivate readers globally. Research in several languages, countries, and socioeconomic contexts has led scholars to explore the nuances of this notable representative of the English Gothic and science fiction novel of the 18th century. Although it is common to find studies by foreign authors on the didactic and methodological potential of the work, in Brazil, such studies are still limited to introductions in supplementary books and manuals available on the internet. These materials, although useful, lack the depth and consistency that the work deserves. In view of this, this study seeks to answer the following question: Does Frankenstein have the power to engage and involve adolescents in the collective construction of literary knowledge? To answer this question, this study aims to occupy the formative, didactic, and methodological space that the work has, promoting transdisciplinary literary literacy and using Frankenstein as a tool for the formation of critical and reflective readers in high school. The study is based on theorists such as Rildo Cosson and Ana Maria Machado to support literary literacy, David Punter and Darko Suvin for Gothic literature and science fiction, and Isaiah Berlin and M. H. Abrams for the contextualization of Romanticism. As for active methodologies, approaches by José Moran and Michel Zagury were selected, with the implementation of strategies such as Design Thinking, Flipped Classroom, Gamification, and Project-Based Learning. The methodology adopted was based on a qualitative analysis, using data from detailed and reflective notes recorded in a field diary, which were transformed into a report in Chapter 3. This was combined with unstructured participant observation during the implementation of the educational product, with the aim of capturing the complexity of the practical environment in the classroom. Various research instruments were applied: participant observation, analysis of textual productions (such as essays and reviews), questionnaires with a Likert scale, and interviews. Content analysis of the collected works and productions allowed for the identification of patterns and categories, as well as measuring student satisfaction. It is expected that this study will contribute to the expansion of the didactic-methodological use of Frankenstein in the Brazilian school context, demonstrating its potential to engage high school students and promote transdisciplinary literary literacy. In addition, the research aims to provide a model for the pedagogical application of an expanded didactic sequence that can be replicated or adapted in different educational contexts, enriching the repertoire of literature teaching practices and encouraging the formation of critical and reflective readers.