Cordel: artefato de encantamento literário em sala de aula
This research, of an interventional nature, was carried out with 7th grade students, from elementary school, from a state public school in the municipality of Santa Cruz / RN. First, it deals with reading from the perspective of the current educational proposal (Common National Curriculum Base -...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31416 |
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| Resumo: | This research, of an interventional nature, was carried out with 7th grade students,
from elementary school, from a state public school in the municipality of Santa Cruz /
RN. First, it deals with reading from the perspective of the current educational proposal
(Common National Curriculum Base - BNCC, 2018), emphasizing the need for
continuous work that allows adolescents to have contact with literary art and offers the
conditions so that they can understand and enjoy it in a meaningful and gradually
critical way, expanding and diversifying the practices related to reading. There are
several ways to encourage reading in the classroom, so I opted to read a collection of
poetic texts, with an emphasis on cordel, as a possibility of enchantment, considering
its importance as an artistic and cultural artifact, as a typically northeastern
manifestation, for to believe it capable of the “literary catharsis” that the enjoyment of
its reading can provoke, as well as for the multiple known possibilities that are inherent
to it. There are several ways to encourage reading in the classroom, so I opted to read
a collection of poetic texts, with an emphasis on cordel, as a possibility of enchantment,
considering its importance as an artistic and cultural artifact, as a typically northeastern
manifestation, for to believe it capable of the “literary catharsis” that the enjoyment of
its reading can provoke, as well as for the multiple known possibilities that are inherent
to it. I present texts from the popular literary canon, as well as providing opportunities
for contact with various texts by local and regional cordelistas, in order to enhance the
literary and cultural productions of Potiguares, and, especially through cordel, to
develop reading skills in students. In this intervention-based research, the general
objective was to instruct students to enjoy reading, reading proficiency - to aesthetic
pleasure, through the reading of poems and various texts of poetic language. As
specific objectives, I try to verify the barriers that go through the formation of the reader
in the classroom, especially with regard to poetic literacy, I seek to promote student
contact with literary reading through the application of the basic sequence, and also
reflect on the development of poetic literacy in the classroom. With regard to
methodological aspects, this work consists of an action research guided by the
assumptions of Thiollent (2011), and the basic sequence applied was based on the
workshops suggested by Cosson (2014). Pinheiro (1995), Pietri (2017), Pilati (2017)
and Petit (2008) position themselves on poetry, reading and writing literary text. I
started from the following problem: given the difficulty of reading, promoted by several
factors, can the cord, due to its playful character, serve to provoke the desire to read?
How to treat reading in the classroom so that the student reaches reading proficiency?
Other questions to answer: Can the cord be a bridge to develop or expand more
complex skills in students? I also followed theoretical directions based on Candido
(1989, 2013), Bosi (2000), Bakhtin (2009), Lajolo (1993,1997), Santos (2008), Freire
(1996), Gramsci (1984, 2002), Wallon (1975 , 1995), Gasparin (2001), Fávero (2003),
Chauí (2009), Ausubel (1980), Jauss (1994), Zilberman (2010), among others. Thus,
it is possible to say that the results achieved from this research, were positive and
successful, were also essential for our students to see reading through another
perspective. This intervention broadened my view of the range of possibilities that we
can use in our schools to train readers critically. The final product generated is the
production of a short film of the play produced by the students. It is hoped that this
work will both contribute to the literary reader training process, as well as serve as a
parameter for new initiatives in the field of literary literacy in the classroom. |
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