Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T19:43:22Z
No. of bitstreams: 1
MariaDeFatimaPereiraDeMorais_DISSERT.pdf: 2225319 bytes, checksum: 293deeb91bc541f4ebcbb1008e0f4236 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T23:49:57Z (GMT) No. of bitstreams: 1
MariaDeFatimaPereiraDeMorais_DISSERT.pdf: 2225319 bytes, checksum: 293deeb91bc541f4ebcbb1008e0f4236 (MD5) / Made available in DSpace on 2017-04-12T23:49:57Z (GMT). No. of bitstreams: 1
MariaDeFatimaPereiraDeMorais_DISSERT.pdf: 2225319 bytes, checksum: 293deeb91bc541f4ebcbb1008e0f4236 (MD5)
Previous issue date: 2016-10-26 / Compreender que a literatura ? essencial tanto para a forma??o do leitor como para a
forma??o do ser humano conduz ? cren?a em um fazer pedag?gico necess?rio no ambiente
escolar a fim de que o aprendiz tenha acesso a esse bem cultural. No entanto, o trabalho com
textos liter?rios n?o pode se realizar de forma casual e aleat?ria. ? preciso que existam
alternativas planejadas e prazerosas para que sua leitura se efetive. Ligado ? leitura do texto
liter?rio, o letramento liter?rio constitui um processo que dever? ser viabilizado em sala de
aula, onde tem real possibilidade de se tornar um jogo estimulante. Nessa perspectiva, este
trabalho acad?mico tece uma reflex?o sobre a escola como principal inst?ncia de letramento
liter?rio infanto-juvenil, dando ?nfase ao professor como um agente para a forma??o de
leitores de obras liter?rias. A abordagem metodol?gica qualitativa que orienta este trabalho
acad?mico tem como princ?pio a pesquisa-a??o (THIOLLENT, 2011). Sendo assim, apresenta
uma interven??o para o 9? ano pautada nas estrat?gias de compreens?o leitora propostas por
Sol? (1998), em conson?ncia com a sequ?ncia expandida apresentada por Cosson (2009),
pretendendo uma aprendizagem significativa para o leitor. Essa media??o pedag?gica ocorre a
partir da leitura de Menino de Asas (1993), de autoria de Homero Homem, com o intuito de
levar parte da Literatura Potiguar para a sala de aula. Entendendo a leitura como uma
atividade de constru??o de sentidos e intera??o leitor-texto-autor, essa interven??o est? na
perspectiva dial?gica da linguagem e da compreens?o responsiva ativa de Bakhtin
(1990/2006). Al?m desses autores, como orienta??es contamos com os PCN do ensino
fundamental e com o aporte te?rico definido a partir das contribui??es de Candido (1995),
Pennac (1993), Zilberman (2003), Soares (2005), Eco (1994), Jauss (1994), Iser (2006/2007),
entre outros. A realiza??o da sequ?ncia did?tica possibilitou ao educando uma experi?ncia
significativa com a literatura. As atividades orais e os registros no di?rio individual de leitura
nos asseguram que obtivemos ?xito com a interven??o ao promover a intera??o leitor e texto
liter?rio, pois o aluno efetivou sua constru??o liter?ria de sentido com atividades inerentes ao
letramento liter?rio. / Understanding that literature is essential both for the formation of the reader and for the
formation of the human being leads to the belief in a necessary pedagogical make in the
school environment so that the learner has access to this cultural good. However, working
with literary texts can not be done in a random and random manner. Planned and enjoyable
alternatives are needed to make your reading effective. Linked to reading the literary text,
literary literacy is a process that should be made possible in the classroom, where it has a real
possibility of becoming a stimulating game. In this perspective, this academic work has a
reflection on the school as the main instance of literary infanto-juvenile literacy, emphasizing
the teacher as an agent for the formation of readers of literary works. The qualitative
methodological approach that guides this academic work is based on action research
(THIOLLENT, 2011). Thus, it presents an intervention for the 9th year based on the strategies
of reading comprehension proposed by Sol? (1998) in consonance with the expanded
sequence presented by Cosson (2009), intending a meaningful learning for the reader. This
pedagogical mediation takes place from the reading of Homero Homem's Boy de Asas (1993),
with the intention of taking part of the Potiguar Literature to the classroom. Understanding
reading as an activity of sense construction and reader-text-author interaction, this
intervention is in the dialogic perspective of language and Bakhtin's active responsive
understanding (1990/2006). In addition to these authors, as guidance we rely on the basic
education NCPs and with the theoretical contribution defined from the contributions of
Candido (1995), Pennac (1993), Zilberman (2003), Soares (2005), Eco (1994), Jauss (1994),
Iser (2006/2007) and others. The achievement of the didactic sequence enabled the student to
have a significant experience with the literature. The oral activities and records in the
individual reading journal assure us that we succeeded in the intervention by promoting the
reader and literary text interaction, since the student made his literary construction of meaning
with activities inherent to literary literacy.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22660 |
| Date | 26 October 2016 |
| Creators | Morais, Maria de F?tima Pereira de |
| Contributors | 34172157491, http://lattes.cnpq.br/9467435917159475, Rabelo, Sebasti?o Augusto, 15447090130, http://lattes.cnpq.br/9053383753430184, Pereira, Crigina Cibelle, 03774886407, http://lattes.cnpq.br/4615222153138544, Dias, Valdenides Cabral de Ara?jo |
| Publisher | MESTRADO PROFISSIONAL EM LETRAS - PROFLETRAS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.002 seconds