Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-23T22:15:11Z No. of bitstreams: 1 Disserta??o Naijane Santos revisado pdf atual.pdf: 4352813 bytes, checksum: 9eb62e700ec567e60d097f60ccae6540 (MD5) / Made available in DSpace on 2018-01-23T22:15:11Z (GMT). No. of bitstreams: 1 Disserta??o Naijane Santos revisado pdf atual.pdf: 4352813 bytes, checksum: 9eb62e700ec567e60d097f60ccae6540 (MD5) Previous issue date: 2016-11-28 / We began this research with a question: is it possible to enhance the involvement of students in the maternal language through complementary curricular component: Brazilian film, so there is the development of communication skills, promoting greater interactivity through oral construction and writing discursive genre movie indicating? Seeking to answer this question, we prepared a proposal of didactic sequence to promote reflection through the discursive genre "Brazilian film indicating" in order to create strategies so that students have autonomy to express themselves in oral patterns forms and writing, with Brazilian cinema as a stimulus to the literary taste and the improvement of the Portuguese language. Another purpose is to promote literary literacy and filmic of the students, of the 9th grade of elementary school II, through interdisciplinary and comparative activities of the literary work "The Machine" with the filmic homonymous work, promoting the discursive construction beyond the didactic sense of the discursive genre "movie indicating". This work was anchored mainly in the enunciative-discursive proposal, of Bakhtin (1997); the cinematic approach of Aumont; Marie (2013), Xavier (1984) and Napolitano (2013); literary literacy Cosson (2014); Dolz, Noverraz e Schneuwly (2004); gender mode in Marcuschi (2008); by contributions from Barbosa and Rovai (2012) and Machado (2009). The work is justified because bringing the film to assist in this context can produce a practical exercise of citizenship and critical interaction as between the various possibilities of filmic enjoyment, to work with the discursive genre: Movie indication will allow students to participate in effective social practices and enhance the Brazilian cinema. And these studies in ProfLetras ? Professional Masters in Literature ? Course mode Stricto Sensu embodies the development of teaching materials to assist elementary school teachers II and brings directions that assist in the development of discursive skills of the student, according to the proposed axes in PCN and teaching methodologies that make the classes more dynamic, complementing the needs of the modern student, as the complexity of ingredients such as literature and film is necessary to compose a knowledge that is plausible indicating, because there is nothing to indicate when unknown components. / Iniciamos esta pesquisa com uma pergunta: ? poss?vel potencializar o envolvimento dos alunos na aula de l?ngua materna atrav?s do componente curricular complementar ?Filme brasileiro?, para que haja o desenvolvimento da capacidade comunicativa, promovendo maior interatividade, atrav?s da constru??o oral e escrita do g?nero discursivo ?Indica??o de filme?? Buscando responder a esse questionamento, elaboramos uma proposta de sequ?ncia did?tica para promover uma reflex?o por meio do g?nero discursivo ?Indica??o de filme brasileiro?, a fim de criar estrat?gias para que os alunos tenham autonomia para se expressarem nas formas padr?o oral e escrita, tendo o cinema brasileiro como est?mulo para o gosto liter?rio e o aprimoramento da l?ngua portuguesa. Outro prop?sito ? promover o letramento liter?rio e f?lmico de alunos do 9? ano do Ensino Fundamental II, por meio de atividades interdisciplinares e comparativas entre a obra liter?ria A M?quina e a obra f?lmica hom?nima, promovendo a constru??o discursiva para al?m dos sentidos did?ticos do g?nero discursivo ?Indica??o de filme?. O presente trabalho ancora-se principalmente na proposta enunciativo discursiva, de Bakhtin (1997); na abordagem cinematogr?fica de Aumont e Marie (2013), Xavier (1984) e Napolitano (2013); de letramento liter?rio, de Cosson (2014), Dolz, Noverraz e Schneuwly (2004); de modalidade do g?nero, de Marcuschi (2008); al?m das contribui??es de Barbosa e Rovai (2012) e Machado (2009). O trabalho justifica-se relevante, porque trazer o cinema para auxiliar nesse contexto poder? produzir um exerc?cio pr?tico de cidadania e intera??o cr?tica, visto que, entre as v?rias possibilidades de frui??o f?lmica, a de trabalhar com o g?nero discursivo ?Indica??o de filme? permitir? aos alunos participar de pr?ticas sociais efetivas e valorizar o cinema brasileiro. Os estudos realizados no ProfLetras (Mestrado Profissional em Letras), modalidade de curso stricto sensu, concretizam a elabora??o de material did?tico para assessorar professores do Ensino Fundamental II e trazem direcionamentos que auxiliam no desenvolvimento das compet?ncias discursivas do aluno, de acordo com os eixos propostos nos PCNs e de metodologias de ensino que tornem as aulas mais din?micas, complementando as necessidades do aluno contempor?neo, visto que a complexidade de ingredientes, como literatura e filme, ? necess?ria para compor um conhecimento que seja plaus?vel de indica??o, pois n?o h? o que indicar quando se desconhecem os componentes.