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 -...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31416 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| id |
ri-123456789-31416 |
|---|---|
| record_format |
dspace |
| institution |
Repositório Institucional |
| collection |
RI - UFRN |
| language |
pt_BR |
| topic |
Leitura Recepção Prazer estético Letramento poético |
| spellingShingle |
Leitura Recepção Prazer estético Letramento poético Lopes, Débora Raquiel da Silva Cordel: artefato de encantamento literário em sala de aula |
| description |
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. |
| author2 |
Dias, Valdenides Cabral de Araújo |
| author_facet |
Dias, Valdenides Cabral de Araújo Lopes, Débora Raquiel da Silva |
| format |
masterThesis |
| author |
Lopes, Débora Raquiel da Silva |
| author_sort |
Lopes, Débora Raquiel da Silva |
| title |
Cordel: artefato de encantamento literário em sala de aula |
| title_short |
Cordel: artefato de encantamento literário em sala de aula |
| title_full |
Cordel: artefato de encantamento literário em sala de aula |
| title_fullStr |
Cordel: artefato de encantamento literário em sala de aula |
| title_full_unstemmed |
Cordel: artefato de encantamento literário em sala de aula |
| title_sort |
cordel: artefato de encantamento literário em sala de aula |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2021 |
| url |
https://repositorio.ufrn.br/handle/123456789/31416 |
| work_keys_str_mv |
AT lopesdeboraraquieldasilva cordelartefatodeencantamentoliterarioemsaladeaula |
| _version_ |
1773967167679627264 |
| spelling |
ri-123456789-314162021-02-14T08:48:15Z Cordel: artefato de encantamento literário em sala de aula Lopes, Débora Raquiel da Silva Dias, Valdenides Cabral de Araújo http://lattes.cnpq.br/0782338396239092 http://lattes.cnpq.br/9467435917159475 Azevedo, Josilete Alves Moreira de http://lattes.cnpq.br/2799752911278641 Costa, Maria Suely da http://lattes.cnpq.br/1891779191833711 Leitura Recepção Prazer estético Letramento poético 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. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Esta pesquisa, de caráter interventivo, foi realizada com alunos do 7º ano, do ensino fundamental, de uma escola pública estadual do município de Santa Cruz/RN. Primeiramente, trata da leitura a partir da perspectiva da proposta educacional vigente (Base Nacional Comum Curricular – BNCC, 2018), pontuando sobre a necessidade de um trabalho contínuo que possibilite aos adolescentes o contato com a arte literária e ofereça as condições para que eles possam compreendê-la e frui-la de maneira significativa e, gradativamente, crítica, ampliando e diversificando as práticas relativas à leitura. Existem diversos caminhos para o incentivo à leitura em sala de aula, assim, optei pela leitura de uma coletânea de textos poéticos, com ênfase no cordel, como possibilidade de encantamento, considerando sua importância enquanto artefato artístico e cultural, como manifestação tipicamente nordestina, por acreditá-lo capaz da “catarse literária” que o gozo de sua leitura pode provocar, assim como pelas múltiplas possibilidades conhecidas que lhe são inerentes. Apresento textos do cânone literário popular, bem como oportunizo o contato com vários textos de cordelistas locais e regionais, a fim de valorizar as produções literárias e culturais potiguares, e, principalmente através do cordel, desenvolver no aluno a competência leitora. Nesta pesquisa de base interventiva, o objetivo geral foi instrumentalizar os estudantes ao gosto de ler, à proficiência leitora – ao prazer estético, através da leitura de poemas e variados textos de linguagem poética. Como objetivos específicos, procuro verificar os entraves por que passa a formação do leitor em sala de aula, em especial no que se refere ao letramento poético, busco promover o contato do aluno com a leitura literária através da aplicação da sequência básica, e também refletir sobre o desenvolvimento do letramento poético em sala de aula. No que se refere a aspectos metodológicos, este trabalho consiste em uma pesquisa-ação guiada pelos pressupostos de Thiollent (2011), e a sequência básica aplicada foi com base nas oficinas sugeridas por Cosson (2014). Pinheiro (1995), Pietri (2017), Pilati (2017) e Petit (2008) se posicionam sobre a poesia, a leitura e a escrita do texto literário. Parti da seguinte problemática: diante da dificuldade de leitura, fomentada por diversos fatores, o cordel pode, pelo caráter lúdico que o reveste, servir para que o desejo de ler seja provocado? Como tratar a leitura em sala de aula de modo que o aluno atinja a proficiência leitora? Outras questões a responder: O cordel pode ser ponte para desenvolver ou ampliar habilidades mais complexas nos alunos? Também segui rumos teóricos fundamentados em 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), dentre outros. Assim, é possível dizer que os resultados alcançados partindo dessa nossa pesquisa, foram positivos e obtiveram êxito, também foram primordiais para que os nossos alunos possam ver a leitura através de outra óptica. Essa intervenção ampliou minha visão sobre a gama de possibilidades que podemos fazer uso em nossas escolas para então formarmos leitores com criticidade. O produto final gerado trata-se da produção de um curta-metragem da peça teatral produzida pelos alunos. Espera-se que este trabalho tanto contribua com o processo de formação do leitor literário, bem como sirva de parâmetro para novas iniciativas no campo do letramento literário em sala de aula. 2021-02-08T18:45:03Z 2021-02-08T18:45:03Z 2020-08-03 masterThesis LOPES, Débora Raquiel da Silva. Cordel: artefato de encantamento literário em sala de aula. 2020. 127f. Dissertação (Mestrado Profissional em Letras) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2020. https://repositorio.ufrn.br/handle/123456789/31416 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS - PROFLETRAS CURRAIS NOVOS |