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LEITURA LITER?RIA NO ENSINO FUNDAMENTAL Maria Nivaneide de Souza Andrade.pdf: 10817942 bytes, checksum: 373774e038cfa184fd88b7ca445dca34 (MD5) / Made available in DSpace on 2018-01-24T23:07:09Z (GMT). No. of bitstreams: 1
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Previous issue date: 2016-12-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The research project Literary Reading in Elementary School: a proposal in addition to the
"fichas" aims to contribute to existing reading practices in the school context, implementing
a pedagogical intervention through literary literacy understood as indispensable in the
construction of the reader. The proposal will be developed with students of the 9th grade of
Elementary School of a state public school in the municipality of Concei??o do Coit?. The
work focuses on the reading of the literary text - Tale - in an intersemiotic perspective that
allows the dialogue with other languages favoring the comprehension of the text, the
amplification of the reading competence as well as the construction of the critical thinking of
the learner. For this, a Teaching Sequence organized in modules will be applied with the
unfolding related to the stories that will be worked on. It is necessary to emphasize that, in this
process, the teacher has a relevant role as mediator between the text and the students, providing conditions for the reading to be interactive and meaningful. The research is based on the writings of Sol? (1998), Cosson (2014), Kleiman (2002), Silva (2000), Rojo (2009), PCN (1998), Dolz and Schneuwly (1997). Considering the social function of reading for the
emancipation of the individual, it is considered important that the literary text is always resent
in the school sphere, since it can bring valuable contribution in the construction of a more
humanized man capable of perceiving reality Reflected in the texts. / O projeto de pesquisa Leitura Liter?ria no Ensino Fundamental: uma proposta para al?m das ?fichas? objetiva contribuir com as pr?ticas leitoras j? existentes no contexto escolar, implementando uma interven??o pedag?gica atrav?s do letramento liter?rio compreendido como indispens?vel na constru??o do leitor. A proposta ser? desenvolvida com alunos do 9? ano do Ensino Fundamental de uma escola p?blica estadual do munic?pio de Concei??o do Coit?. O trabalho centra-se na leitura do g?nero conto em uma perspectiva intersemi?tica que permite o di?logo com outras linguagens, favorecendo a compreens?o do texto, a amplia??o da compet?ncia leitora, bem como a constru??o do pensamento cr?tico do educando. Para isso,
foi aplicada uma Sequ?ncia Did?tica organizada em m?dulos com os desdobramentos referentes aos contos que foram trabalhados. Faz-se necess?rio destacar que, nesse processo, o professor tem papel relevante como mediador entre o texto e os alunos, propiciando condi??es para que a leitura seja interativa e significativa. A pesquisa est? embasada nos escritos de Sol? (1998), Cosson (2014), Kleiman (2002), Silva (2000), Rojo (2009), PCN (1998), Dolz e Schneuwly (1997). Tendo em vista a fun??o social que tem a leitura para a emancipa??o do indiv?duo, considera-se importante que o texto liter?rio esteja sempre presente na esfera escolar, visto que este pode trazer valiosa contribui??o na constru??o de um homem mais
humanizado, capaz de perceber a realidade refletida nos textos.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/557 |
| Date | 19 December 2016 |
| Creators | Andrade , Maria Nivaneide de Souza |
| Contributors | Pereira, Rubens Edson Alves |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Profissional em Letras, UEFS, Brasil, DEPARTAMENTO DE LETRAS E ARTES |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 4842112945340814799, 600, 600, 600, 600, 6451293484473876986, -2744512914176983623, 3590462550136975366 |
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