A (re)leitura do mundo por meio da leitura de charges no Ensino Fundamental
The present work aims to systematize an intervention proposal for elementary education II with a focus on reading cartoons. This proposal was elaborated from the guidelines of the NCPs that have oriented the development of reading skills of multiple texts modeled in different languages. In this s...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26020 |
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| Resumo: | The present work aims to systematize an intervention proposal for elementary education II with
a focus on reading cartoons. This proposal was elaborated from the guidelines of the NCPs that
have oriented the development of reading skills of multiple texts modeled in different
languages. In this sense, the discursive genre selected was the charge because it is a multimodal
text that requires a situated reader. We aim with this proposal to develop activities that favor
reflection on the production situation, the sense produced by verbal and nonverbal elements,
dialogic relations, style and controversy (the clash of voices). In this way, it is intended to make
the student (re) think his place in the world and perceive himself / herself capable of interacting
with the other (s) in a more active way, that develops and executes reading strategies that go
beyond the mere decoding of data and "grammatical" analysis. The group selected for the
intervention are the students of the 9th grade A of the Alceu Amoroso Lima State School,
municipality of Natal / RN. We take as theoretical contribution, the dialogical conception of
the language of the Circle of Bakhtin (2003); The Bakhtinian conception of discursive genre
(2003); The reflections, concept and use of the charge by Dellanos Rios (2008); The application
of didactic sequence postulated by Schneuwly, Noverraz and Dolz (2004) as didactic model for
intervention. As result, the research contributes for the development of strategies in the work
with the reading of texts in real situations of communication fomenting the discussion about
modeled texts under the perspective of use and reflection of discursive and stylistic aspects. In
other words, aspects that provide to the student the acquisition of a better control of one`s own
learning. |
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