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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Literatura Letramento literário Ensino Estratégias de leitura Leitor CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
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Literatura Letramento literário Ensino Estratégias de leitura Leitor CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS Morais, Maria de Fátima Pereira de Menino de asas: proposta de leitura e intervenção para a sala de aula |
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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. |
| author2 |
Dias, Valdenides Cabral de Araújo |
| author_facet |
Dias, Valdenides Cabral de Araújo Morais, Maria de Fátima Pereira de |
| format |
masterThesis |
| author |
Morais, Maria de Fátima Pereira de |
| author_sort |
Morais, Maria de Fátima Pereira de |
| title |
Menino de asas: proposta de leitura e intervenção para a sala de aula |
| title_short |
Menino de asas: proposta de leitura e intervenção para a sala de aula |
| title_full |
Menino de asas: proposta de leitura e intervenção para a sala de aula |
| title_fullStr |
Menino de asas: proposta de leitura e intervenção para a sala de aula |
| title_full_unstemmed |
Menino de asas: proposta de leitura e intervenção para a sala de aula |
| title_sort |
menino de asas: proposta de leitura e intervenção para a sala de aula |
| publisher |
Brasil |
| publishDate |
2017 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/22660 |
| work_keys_str_mv |
AT moraismariadefatimapereirade meninodeasaspropostadeleituraeintervencaoparaasaladeaula |
| _version_ |
1773957641613082624 |
| spelling |
ri-123456789-226602017-11-04T23:01:05Z Menino de asas: proposta de leitura e intervenção para a sala de aula Morais, Maria de Fátima Pereira de Dias, Valdenides Cabral de Araújo http://lattes.cnpq.br/9467435917159475 Rabelo, Sebastião Augusto http://lattes.cnpq.br/9053383753430184 Pereira, Crigina Cibelle http://lattes.cnpq.br/4615222153138544 Literatura Letramento literário Ensino Estratégias de leitura Leitor CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS 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. Compreender que a literatura é essencial tanto para a formação do leitor como para a formação do ser humano conduz à crença em um fazer pedagógico necessário no ambiente escolar a fim de que o aprendiz tenha acesso a esse bem cultural. No entanto, o trabalho com textos literários não pode se realizar de forma casual e aleatória. É preciso que existam alternativas planejadas e prazerosas para que sua leitura se efetive. Ligado à leitura do texto literário, o letramento literário constitui um processo que deverá ser viabilizado em sala de aula, onde tem real possibilidade de se tornar um jogo estimulante. Nessa perspectiva, este trabalho acadêmico tece uma reflexão sobre a escola como principal instância de letramento literário infanto-juvenil, dando ênfase ao professor como um agente para a formação de leitores de obras literárias. A abordagem metodológica qualitativa que orienta este trabalho acadêmico tem como princípio a pesquisa-ação (THIOLLENT, 2011). Sendo assim, apresenta uma intervenção para o 9º ano pautada nas estratégias de compreensão leitora propostas por Solé (1998), em consonância com a sequência expandida apresentada por Cosson (2009), pretendendo uma aprendizagem significativa para o leitor. Essa mediação pedagógica ocorre a partir da leitura de Menino de Asas (1993), de autoria de Homero Homem, com o intuito de levar parte da Literatura Potiguar para a sala de aula. Entendendo a leitura como uma atividade de construção de sentidos e interação leitor-texto-autor, essa intervenção está na perspectiva dialógica da linguagem e da compreensão responsiva ativa de Bakhtin (1990/2006). Além desses autores, como orientações contamos com os PCN do ensino fundamental e com o aporte teórico definido a partir das contribuições de Candido (1995), Pennac (1993), Zilberman (2003), Soares (2005), Eco (1994), Jauss (1994), Iser (2006/2007), entre outros. A realização da sequência didática possibilitou ao educando uma experiência significativa com a literatura. As atividades orais e os registros no diário individual de leitura nos asseguram que obtivemos êxito com a intervenção ao promover a interação leitor e texto literário, pois o aluno efetivou sua construção literária de sentido com atividades inerentes ao letramento literário. 2017-04-12T23:49:57Z 2017-04-12T23:49:57Z 2016-10-26 masterThesis MORAIS, Maria de Fátima Pereira de. Menino de asas: proposta de leitura e intervenção para a sala de aula. 2016. 124f. Dissertação (Mestrado Profissional em Letras - Profletras/CN) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2016. https://repositorio.ufrn.br/jspui/handle/123456789/22660 por Acesso Aberto application/pdf Brasil UFRN MESTRADO PROFISSIONAL EM LETRAS - PROFLETRAS |