Menino de asas: proposta de leitura e intervenção para a sala de aula
Understanding that literature is essential both for the formation of the reader and for the formation of the human being leads to the belief in a necessary pedagogical make in the school environment so that the learner has access to this cultural good. However, working with literary texts can not...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/22660 |
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| Resumo: | Understanding that literature is essential both for the formation of the reader and for the
formation of the human being leads to the belief in a necessary pedagogical make in the
school environment so that the learner has access to this cultural good. However, working
with literary texts can not be done in a random and random manner. Planned and enjoyable
alternatives are needed to make your reading effective. Linked to reading the literary text,
literary literacy is a process that should be made possible in the classroom, where it has a real
possibility of becoming a stimulating game. In this perspective, this academic work has a
reflection on the school as the main instance of literary infanto-juvenile literacy, emphasizing
the teacher as an agent for the formation of readers of literary works. The qualitative
methodological approach that guides this academic work is based on action research
(THIOLLENT, 2011). Thus, it presents an intervention for the 9th year based on the strategies
of reading comprehension proposed by Solé (1998) in consonance with the expanded
sequence presented by Cosson (2009), intending a meaningful learning for the reader. This
pedagogical mediation takes place from the reading of Homero Homem's Boy de Asas (1993),
with the intention of taking part of the Potiguar Literature to the classroom. Understanding
reading as an activity of sense construction and reader-text-author interaction, this
intervention is in the dialogic perspective of language and Bakhtin's active responsive
understanding (1990/2006). In addition to these authors, as guidance we rely on the basic
education NCPs and with the theoretical contribution defined from the contributions of
Candido (1995), Pennac (1993), Zilberman (2003), Soares (2005), Eco (1994), Jauss (1994),
Iser (2006/2007) and others. The achievement of the didactic sequence enabled the student to
have a significant experience with the literature. The oral activities and records in the
individual reading journal assure us that we succeeded in the intervention by promoting the
reader and literary text interaction, since the student made his literary construction of meaning
with activities inherent to literary literacy. |
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