Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-22T22:53:37Z
No. of bitstreams: 1
O Fant?stico Mundo das F?bulas_uma interven??o para o ensino de leitura e escrita.pdf: 14370580 bytes, checksum: 365454c07fb6ba65197da493d0593e7c (MD5) / Made available in DSpace on 2018-01-22T22:53:37Z (GMT). No. of bitstreams: 1
O Fant?stico Mundo das F?bulas_uma interven??o para o ensino de leitura e escrita.pdf: 14370580 bytes, checksum: 365454c07fb6ba65197da493d0593e7c (MD5)
Previous issue date: 2016-11-24 / This paper presents a proposal of educational intervention through didactic sequence, which has the object of teaching the mobilization of gender fable, aiming to provide students of the 6th year of elementary school II, with difficulties in literacy, opportunities to develop their competence discursive. The text is based on the studies of Geraldi (2000), Kleiman (2000, 2013), Lajolo (2002), Dezotti (2003), Soares (2005), Jolibert (2008), Dolz and Schneuwly (2010), Koch (2011 , 2015), Passareli (2012), Antunes (2013) Cosson (2014), Marcuschi (2015), Silva (2015), among others, dealing with subjects covered. The sequence used is a proposal of adaptation by Dolz and Schneuwly (2010) Although very old fables continue to attract the attention of many contemporary among others, for the production of more modern texts and / or construction of parodies and paraphrases Classics Esopo and La Fontaine, for example. We defend this text fables as a genre / discourse to be worked in the classroom, as well as being short, they become over time, and allow the various ways to exploit them, which makes students they have fun while learning allowing us a more effective and meaningful practice. / O presente trabalho apresenta uma proposta de interven??o pedag?gica, por meio de sequ?ncia did?tica, que tem como objeto de ensino a mobiliza??o do g?nero f?bula, visando proporcionar aos alunos do 6? ano do Ensino Fundamental II com dificuldades de letramento oportunidades para desenvolver sua compet?ncia discursiva. O texto fundamenta-se nos estudos de Geraldi (2000), Kleiman (2000; 2013), Lajolo (2002), Dezotti (2003), Soares (2005), Jolibert (2008), Dolz e Schneuwly (2010), Koch (2011; 2015), Passareli (2012), Antunes (2013), Cosson (2014), Marcuschi (2015), Silva (2015), dentre outros, que tratam dos assuntos abordados. A sequ?ncia utilizada ? uma adapta??o da proposta apresentada por Dolz e Schneuwly (2010). Embora muito antigas, as f?bulas continuam atraindo a aten??o de diversos autores contempor?neos para a produ??o de textos mais modernos e/ou a constru??o de par?dias e par?frases de cl?ssicos de Esopo e La Fontaine, por exemplo. Defendemos, neste texto, as f?bulas como um g?nero textual/discursivo a ser trabalhado em sala de aula, pois, al?m de serem breves, transformam-se ao longo do tempo e nos permitem diversas maneiras de explor?-las, o que faz com que os alunos se divirtam enquanto aprendem, possibilitando-nos uma pr?tica mais efetiva e significativa.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/539 |
| Date | 24 November 2016 |
| Creators | Favorino, Jeane Maria Gomes |
| Contributors | El Fahl, Alana de Oliveira Freitas |
| 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, 6451293484473876986, -4452917836576020174 |
Page generated in 0.0022 seconds