Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos
The study investigates the argument written by apprentices from the 5th year of elementary school and through the processes of reading and retelling fables, as well as the written production of comments. We understand that literary reading mobilizes the argument and that the fables are presented...
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Fábulas Argumentação escrita Leitura literária Comentário CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Fábulas Argumentação escrita Leitura literária Comentário CNPQ::CIENCIAS HUMANAS::EDUCACAO Silva, Francimara Marcolino da Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos |
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The study investigates the argument written by apprentices from the 5th year of elementary
school and through the processes of reading and retelling fables, as well as the written
production of comments. We understand that literary reading mobilizes the argument and that
the fables are presented as a privileged genre, considering its compositional structure and
communicative function. We defend the thesis that the reading of the fables, being a text with
lessons of moral and social, raises in the subjects reflections on the reality, leading them to
express their opinions based on different types of arguments. The study is qualitative, on the
practice of intervention procedures, in a public school in the city of Goianinha - RN, in a class
from the 5th year of primary education, 22 students, aged between 9 and 15 years old . In the
field research’s course, four reading sessions were carried out, followed by comment
production based on a question sent by the researcher, and 4 re-reading sessions, followed
by the written production of comments from the analysis and reflection of the comments
produced in the sessions of reading, in this way, in the re-reading the subjects assumed the
condition of commentator of the opinion expressed by their colleagues in the reading sessions.
As a data record, audio and video recording were adopted. The following fables were read and
reread by Monteiro Lobato (2015): A assembleia dos ratos (The assembly of rats); O burro juiz
(The donkey judge); O reformador do mundo (The Reformer of the World); e O rato da cidade
e o rato do campo (The City Rat and the Field Mouse). The reading and re-reading sessions
were developed according to the sketch methodology, produced by Graves and Graves
(1995). The data corpus consists by the comments made during the reading and re-reading
sessions. The analysis is supported by the Amarilha (2012; 2013), Fontana (2005), Zilberman
(2003; 2010), Eco (1996; 2014), Bloom (2010), Yunes (2003) and Compagnon (2009), while
reading and literature, studies; Leal e Morais (2006), Freitas (2005), Damásio (2012), Faria
(2004) and, mainly by, Perelman and Olbrechts-Tyteca (2005) and Banks-Leite (2011), as to
written argumentation; Mackay (2001), as a questions’ formulation; Koche, Boff e Marinello
(2017), as the production of comments, among others. The analysis points out that individuals
can develop written argumentation after reading / retelling fables, appearing predominantly the
arguments of quasi-logical types and based on the structure of the real. Thus, it draws attention
to the continuity from the study in terms of the investigation, also the emergence conditions of
arguments underlying the structure from the real. We emphasize the importance of reading
this genre in the classroom, in the early years from elementary school, as a motivator for the
written argumentation development, including, as students of literature. Finally, we highlight
the importance of the formation from the literature mediator to meet the needs of the interface
between literary reading and written argumentation. |
| author2 |
Freitas, Alessandra Cardozo de |
| author_facet |
Freitas, Alessandra Cardozo de Silva, Francimara Marcolino da |
| format |
masterThesis |
| author |
Silva, Francimara Marcolino da |
| author_sort |
Silva, Francimara Marcolino da |
| title |
Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos |
| title_short |
Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos |
| title_full |
Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos |
| title_fullStr |
Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos |
| title_full_unstemmed |
Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos |
| title_sort |
entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/26687 |
| work_keys_str_mv |
AT silvafrancimaramarcolinoda entreatosratoserisadasleituraeescritadefabulososargumentos |
| _version_ |
1773961513267101696 |
| spelling |
ri-123456789-266872019-05-26T06:13:00Z Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos Silva, Francimara Marcolino da Freitas, Alessandra Cardozo de Ferreira, Adir Luiz Sousa, Gilton Sampaio de Alencar, Hubeônia Morais de Amarilha, Marly Fábulas Argumentação escrita Leitura literária Comentário CNPQ::CIENCIAS HUMANAS::EDUCACAO The study investigates the argument written by apprentices from the 5th year of elementary school and through the processes of reading and retelling fables, as well as the written production of comments. We understand that literary reading mobilizes the argument and that the fables are presented as a privileged genre, considering its compositional structure and communicative function. We defend the thesis that the reading of the fables, being a text with lessons of moral and social, raises in the subjects reflections on the reality, leading them to express their opinions based on different types of arguments. The study is qualitative, on the practice of intervention procedures, in a public school in the city of Goianinha - RN, in a class from the 5th year of primary education, 22 students, aged between 9 and 15 years old . In the field research’s course, four reading sessions were carried out, followed by comment production based on a question sent by the researcher, and 4 re-reading sessions, followed by the written production of comments from the analysis and reflection of the comments produced in the sessions of reading, in this way, in the re-reading the subjects assumed the condition of commentator of the opinion expressed by their colleagues in the reading sessions. As a data record, audio and video recording were adopted. The following fables were read and reread by Monteiro Lobato (2015): A assembleia dos ratos (The assembly of rats); O burro juiz (The donkey judge); O reformador do mundo (The Reformer of the World); e O rato da cidade e o rato do campo (The City Rat and the Field Mouse). The reading and re-reading sessions were developed according to the sketch methodology, produced by Graves and Graves (1995). The data corpus consists by the comments made during the reading and re-reading sessions. The analysis is supported by the Amarilha (2012; 2013), Fontana (2005), Zilberman (2003; 2010), Eco (1996; 2014), Bloom (2010), Yunes (2003) and Compagnon (2009), while reading and literature, studies; Leal e Morais (2006), Freitas (2005), Damásio (2012), Faria (2004) and, mainly by, Perelman and Olbrechts-Tyteca (2005) and Banks-Leite (2011), as to written argumentation; Mackay (2001), as a questions’ formulation; Koche, Boff e Marinello (2017), as the production of comments, among others. The analysis points out that individuals can develop written argumentation after reading / retelling fables, appearing predominantly the arguments of quasi-logical types and based on the structure of the real. Thus, it draws attention to the continuity from the study in terms of the investigation, also the emergence conditions of arguments underlying the structure from the real. We emphasize the importance of reading this genre in the classroom, in the early years from elementary school, as a motivator for the written argumentation development, including, as students of literature. Finally, we highlight the importance of the formation from the literature mediator to meet the needs of the interface between literary reading and written argumentation. O estudo investiga a argumentação escrita por aprendizes do 5º ano do Ensino Fundamental mediante os processos de leitura e releitura de fábulas, bem como a produção escrita de comentários. Entendemos que a leitura literária mobiliza a argumentação e que as fábulas se apresentam como um gênero privilegiado, considerando a sua estrutura composicional e função comunicativa. Defendemos a tese de que a leitura das fábulas, tratando-se de um texto com lições de ordem moral e social, suscita nos sujeitos reflexões sobre a realidade, conduzindo-os a expressarem suas opiniões fundamentadas em diferentes tipos de argumentos. O estudo é de natureza qualitativa, com a prática de procedimentos de intervenção, em uma escola pública do município de Goianinha – RN, numa turma do 5° ano do Ensino Fundamental, com 22 alunos, na faixa etária entre 9 e 15 anos de idade. No curso da investigação de campo, foram realizadas 4 sessões de leitura, seguidas pela produção de comentários a partir de pergunta encaminhada pela professora-pesquisadora e de 4 sessões de releitura, seguidas de comentários a partir da análise e reflexão das produções desenvolvidas nas sessões de leitura. Especificamente, nas sessões de releitura, os sujeitos assumiram a condição de comentarista da opinião expressa pelos seus colegas. Como registro de dados, foi adotada a gravação em áudio e vídeo. Foram lidas e relidas as seguintes fábulas de Monteiro Lobato (2015): A assembleia dos ratos; O burro juiz; O reformador do mundo; e O rato da cidade e o rato do campo. As sessões de leitura e releitura foram desenvolvidas conforme a metodologia de andaimagem, produzida por Graves e Graves (1995). O corpus de dados é constituído pelos comentários escritos, elaborados nas sessões de leitura e releitura e pelas transcrições das sessões. A análise é respaldada nos estudos de Amarilha (2012; 2013), Fontana (2005), Zilberman (2003; 2010), Eco (1996; 2014), Bloom (2010), Yunes (2003) e Compagnon (2009), quanto à leitura e literatura; Leal e Morais (2006), Freitas (2005), Damásio (2012), Faria (2004) e, principalmente, Perelman e Olbrechts-Tyteca (2005) e Banks-Leite (2011), quanto à argumentação escrita; Mackay (2001), quanto à formulação de perguntas; e Koche, Boff e Marinello (2017), quanto à produção de comentários, dentre outros. A análise aponta que os sujeitos conseguem desenvolver argumentação escrita após a leitura/releitura de fábulas, aparecendo de forma predominante os argumentos dos tipos quase-lógicos e baseados na estrutura do real. Assim, chama a atenção para a continuidade do estudo em termos da investigação das condições de emergência de argumentos fundantes da estrutura do real. Ressaltamos a importância da leitura desse gênero em sala de aula, nos anos iniciais do Ensino Fundamental, enquanto motivador do desenvolvimento de argumentação escrita, inclusive, formando os estudantes enquanto leitores de literatura. Evidenciamos finalmente, a importância da formação do mediador de literatura para que atenda as necessidades da interface entre leitura literária e argumentação escrita. 2019-03-08T00:12:43Z 2019-03-08T00:12:43Z 2018-08-31 masterThesis SILVA, Francimara Marcolino da. Entre atos, ratos e risadas: leitura e escrita de fabulosos argumentos. 2018. 130f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2018. https://repositorio.ufrn.br/jspui/handle/123456789/26687 pt_BR Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |