Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-15T20:01:55Z No. of bitstreams: 1 ClegianeSantosBezerraDantas_DISSERT.pdf: 5474532 bytes, checksum: 0db37d00e973c4cc24b5da3284cb4786 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-20T21:43:07Z (GMT) No. of bitstreams: 1 ClegianeSantosBezerraDantas_DISSERT.pdf: 5474532 bytes, checksum: 0db37d00e973c4cc24b5da3284cb4786 (MD5) / Made available in DSpace on 2016-06-20T21:43:07Z (GMT). No. of bitstreams: 1 ClegianeSantosBezerraDantas_DISSERT.pdf: 5474532 bytes, checksum: 0db37d00e973c4cc24b5da3284cb4786 (MD5) Previous issue date: 2015-07-28 / Como outros in?meros g?neros da minific??o, o miniconto se configura como um g?nero conciso e breve, mas que ainda consegue preservar alguns elementos do conto tradicional, tais como: narrador, unidade espa?o-temporal, personagens e trama. Para alguns autores, o surgimento desse g?nero est? estritamente ligado ? rapidez e diversidade das formas de comunica??o no atual contexto social, que exigem do leitor outras habilidades al?m da leitura e escrita convencionais. Considerando a import?ncia dessas habilidades numa sociedade letrada e reconhecendo esse g?nero como ferramenta potencialmente eficiente para o desenvolvimento do letramento, esta pesquisa tem como objetivo descrever o desenvolvimento e implica??es de sequ?ncia did?tica direcionada a pr?ticas de letramento com o g?nero miniconto. Nesse sentido, a pesquisa se efetiva em uma turma de 9? ano vespertino do Ensino Fundamental da Escola Estadual Dr. Jos? Gon?alves de Medeiros, na cidade de Acari ? RN. Como pressupostos te?ricos, ser?o utilizados fundamentos dos Estudos do Letramento como pr?tica social, especialmente os escritos de Kleiman (1995), Hamilton (2000), Soares (2012), Mortatti (2004) e Rojo (2012). Para subsidiar o letramento liter?rio, s?o utilizados os aportes te?ricos de Borges (2000), Candido (2004), Pinheiro (2001), Silva e Silveira (2013), e Cosson (2014). No que diz respeito ao estudo da cont?stica, tomamos por base os postulados de Gotlib (2006), Bosi (1997), Cort?zar (1999), Teles (2002), Poe (s/d), Luzia de Maria (2004), assim como os estudos dos pesquisadores e escritores Spalding (2007; 2008; 2011), Gonzaga (2007), Freire (2004) e Trevisan (1994), dentre outros que se dedicam ao estudo do miniconto. No campo metodol?gico, a perspectiva proposta ancora-se nas orienta??es da pesquisa-a??o (MOREIRA; CALEFFE, 2006) e na abordagem de dados de natureza qualitativa (BOGDAN; BIKLEN, 1994), uma vez que trata de interpreta??o de situa??o diagnosticada, implementa??o de a??es de interven??o organizadas em sequ?ncia did?tica (SCHNEUWLY; DOLZ, 2004; BARROS; RIOS-REGISTRO, 2014), inclusive de descri??o e avalia??o de resultados obtidos a partir da realiza??o das referidas a??es. As discuss?es geradas indicam que trabalho com os minicontos, desenvolvido por meio de sequ?ncias did?ticas, contribui para a reflex?o sobre estrat?gias de ensino de L?ngua Portuguesa, utilizadas com vistas a preparar o alunado para atender ?s exig?ncias de leitura e de escrita da sociedade contempor?nea. / Like numerous other mini fic?ion genres, the Flash fiction is configured as a concise and brief genre, but it can still preserve some elements of the traditional tale, such as: narrator, space-temporal unit, characters and plot. For some authors, the emergence of this genre is strictly connected to the speed and diversity of forms of communication in the current social context, that require the reader other skills in addition to reading and writing. Considering the importance of these skills in a literate society and recognizing this genre as potentially effective tool for the development of literacy, this research has as objective to describe the development and implications of didactic sequence directed the literacy practices with the Flash fiction genre. Thus, the research becomes effective in an elementary school vespertine class in 9th grade from Escola Estadual Dr. Jos? Gon?alves de Medeiros, located in the city of Acari-RN. As theoretical assumptions, it will be used fundamentals from Literacy Studies as social practice, especially that ones discussed by the writings Kleiman (1995), Hamilton (2000), Soares (2012), Mortatti (2004) and Rojo (2012). To subsidize the literary literacy, it will be used the theoretical contibutions of Borges (2000), Candido (2004), Pinheiro (2001) and Silva e Silveira (2013). In what relates to the study about the storytellers, it was taken by support the postulates of Gotlib (2006), Bosi (1997), Cort?zar (1999), Talbot (2002), Poe (s/d), Luzia de Maria (2004), as well as studies by researchers and writers as Spalding (2007; 2008; 2011), George (2007), Freire (2004) and Trevisan (1994), among others who are dedicated to study Flash fiction. In the methodological field, the proposed perspective anchors itself in an action-researching guidelines (MOREIRA; CALEFFE, 2006) and in the approach of a qualitative data (BOGDAN; BIKLEN, 1994), since it talks to interpretation of diagnosed situation, implementation of intervention actions organized in didactic sequence (SCHNEUWLY; DOLZ, 2004; BARROS; RIVERS-registry, 2014), including description and evaluation of results achieved from the implementation of such actions. The discussions generated indicate that the work with Flash ficition, developed by means of didactic sequences, contributes to the reflection on teaching strategies of Portuguese, used to prepare the students to meet the demands of reading and writing of contemporary society.