A menina que roubava livros: uma abordagem dialógica de leitura em sala de aula
The Bakhtin Circle comprehends every discursive communication as a dialogical relation. In this bias, the meaning will only be formed through an interaction (independently of being written or oral), in which the subjects answer to the statements that are presented from a responsive active compreh...
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मुख्य लेखक: | |
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अन्य लेखक: | |
स्वरूप: | Dissertação |
भाषा: | pt_BR |
प्रकाशित: |
Brasil
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विषय: | |
ऑनलाइन पहुंच: | https://repositorio.ufrn.br/jspui/handle/123456789/28046 |
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सारांश: | The Bakhtin Circle comprehends every discursive communication as a dialogical
relation. In this bias, the meaning will only be formed through an interaction
(independently of being written or oral), in which the subjects answer to the
statements that are presented from a responsive active comprehension (from
which are effective through means of concordance, discordance,
complementation or application). However, historically, there is, in brazilian
schools - above all of public network -, a setback in this relation, as far as the
procedure impedes the dialogical ethos and the pleasure of reading, necessary
elements for the formation of critical reader. In sight of that, with the goal of
discussing the formation of the reader in an elementary school classroom, we
present, in this work, an experiment with the romance “The Book Thief”, in the 7º
year of elementary school of a public school of Natal. For the systemization of
this work, there was a focus upon three pillars, reading pleasure, criticism and
the conceptions of language (whilst dialogical construction). The theoretical
fundamentation is founded upon the conceptions of the Bakhtin Circle, in what
concerns the comprehension of language as social construct and historically
situated and the discursive genres as historical constructs and instruments of
interaction in the different spheres of human activity. The methodology is
fundamented on a dialogical perception, having as methodological procedure the
creation of workshops with the objective of promoting the reading of the book.
The research is anchored in a qualitative-interpretivist approach and the data built
on the scope of Professional Master’s degree in Literature-ProfLetras. The results
point that the work in Portuguese Language classrooms can be amplified with a
dialogical conception of language and reading. It is presented as product of this
work a pedagogical notebook that systematizes every accomplished activities
and guides future actions in different contexts. |
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