Programa de Pós-Graduação em Letras - PROFLETRAS/ILC

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8045

O Mestrado Profissional em Letras em Rede Nacional (PROFLETRAS), cuja coordenação geral está sediada na Universidade Federal do Rio Grande do Norte (UFRN/Natal), é um Programa de Pós-Graduação stricto sensu (nota 4), criado em 2013, que tem como finalidade a “capacitação de professores de Língua Portuguesa para o exercício da docência no Ensino Fundamental, com o intuito de contribuir para a melhoria da qualidade do ensino no país” (trecho do Regimento do Programa). A UFPA é uma das 49 unidades que integram o conjunto de Instituições Associadas do Programa (IAPs), tendo atualmente 35 alunos matriculados e 14 professores Doutores envolvidos. A UFPA é a Instituição que vem apresentando a maior demanda do Programa em todo o Brasil, tendo obtido em 2013 o recorde de 857 candidatos inscritos para 26 vagas.

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Agora exibindo 1 - 10 de 10

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Círculo de leitura : uma proposta para a leitura de o Fantasma de Canterville de Oscar Wilde no Ensino Fundamental
(Universidade Federal do Pará, 2021-08-30) ROCHA, Nívea Lais Marques da Costa,; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This paper seeks to discuss the formation of literature readers, especially fictional narratives, from the experience of a reading circle in a 9th grade elementary school class in a state public school in the district of Icoaraci, located in Belém , PA. The path included, at first, reading and reflecting on the role of literature in human and school education; the presence of the literary text in official documents, notably in the Common National Curriculum Base (BNCC), approved in 2018; the characterization and modalities of reading circles. For this, Daniels (2002), Cosson (2017, 2018), Candido (2004), Todorov (2009), De Maria (2016), Colomer (2007), Rezende (2013), Dalvi (2013) were adopted as theoretical repertoires.), Aguiar (2013), Yunes, (1999, 2009), Bajour (2012) and Souza and Girotto (2011). Secondly, from Thiollent (2011), the dissertation brings the context of the research and its subjects to then deal with the diagnostic procedures and describe the proposed activity, reproduced in an attached pedagogical product, focused on the collective reading of the work The Ghost of Canterville, by Oscar Wilde. We hope that this proposal will help Portuguese Language teachers who work in elementary school and who wish to start or continue a work with the literary text in their classes, in addition to qualifying and encouraging literary reading among students.
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A criatividade na leitura e produção de textos literários na escola de Ensino Fundamental
(Universidade Federal do Pará, 2020-08-31) PAES, Claudemir Almeida da; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
It was investigated, in this study, the place of creativity in formal education, in particular in Portuguese language classes at the elementary school, in order to build proposals for approaches and activities that promote creativity in reading and in the production of short narrative texts by 31 6th year students from a municipal school in Breves (PA), located on the island of Marajo. For this study, it was adopted the action research as a methodological position (THIOLLET, 2001) and involved, in addition to the survey and reading of the relevant bibliography to the theme, the use of preliminary exploratory instruments – a questionnaire and a sequence of textbook activities - to evaluate the reading and creative production of narrative texts by students and the consequent elaboration of a proposal for activities. This dissertation starts from the discussion of the complex concept of creativity, its evolution in Western thought and its relationship with formal education since, mainly, the studies of Alencar (2003, 2018, 2019), Lubart (2007) and Vigotski (1998); it continues with questions related to the teaching of reading and writing, adopts Geraldi (2010), Kleiman (2000), Maria (2016) and Colomer (2007), in addition to Rodari (1982) for the aspects of creative writing; it also describes the context and presents the results of the exploratory research; until concluding with the proposal of activities for the promotion of creativity in (and through) reading and writing narrative texts. The proposal was structured in 14 weekly meetings of 1h30 of duration, with reading texts of the oral culture of the municipality (“Mário Curica lost an eye.”), a narrative by Drummond (“The incapacity to be true”), and the two narratives initials of the book The Adventures of Little nose by Monteiro Lobato (“Little nose” and “Once”) and production and socialization of students' texts on literary clotheslines and virtual platforms.
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O diário de leitura como instrumento para a experiência com o texto literário: uma incursão pelo conto fantástico demônios, de Aluísio Azevedo
(Universidade Federal do Pará, 2022-09-30) ALMEIDA, Luís Fernando Ribeiro; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This work discusses the contributions of the use of the reading diary to the experience with the literary text, precisely in classes of the 9th year of Elementary School. Among the objectives of this incursion, we can highlight the discussion of the relationship between literature and society, and its consequences in the school context; and present the basic concepts of the reading diary. Starting from a bibliographic research, in the light of studies on the characteristics of the literary text, reading procedures, author-text-reader relationship, among other researches in the teaching-learning field, it was possible to observe that, in a school context, the treatment given the literary text must provide, from a practical point of view, an immersion in the tenuous fabrics of the text's mesh, walking along the roads of the unsaid, of absences, of euphemisms, in short, that the reader is able to see what, through literary language, is beyond everyday actions. As a theoretical contribution to justify the relevance of the reader's experience in the face of the literary instance, the assumptions of the Aesthetics of Reception were adopted, based on the studies of Hans Robert Jauss and Wolfgang Iser. For the authors, the text provides clues to the reader, suggests, gives margins for different interpretations, through the process of perception. Based on this assumption and seeking to answer the question: Which teaching strategy would facilitate literary reading in a school context?, we chose to use the reading diary, based on the studies of Machado (1998) and Cosson (2021). For the cited authors, the diary is a form of verbal interaction, where the student registers/exposes his impressions about the text read. As an example of the use of the reading diary, as an effect resulting from the propositions raised about the importance of literary reading, a didactic sequence was elaborated having as a motivating text the fantastic tale Demons, by Aluísio Azevedo (1857-1913). As a tributary aspect of the theme addressed and the detailed construction of the didactic sequence for working with reading, it was possible to verify that the reading diary is a peculiar way of recording the reader's impressions through contact with the text object of his reading intervention, that is, through the record it is possible to create, recreate and intervene in the routing of the fictional narrative, for example; and that, from the point of view of functionality, it is practical for work in the classroom, since it makes teaching work more flexible, while the student (reader) can organize their own reading routine. Among the authors used for this work, we highlight Pound (2013), Coelho (2000), Compagnon (2010), Todorov (2009), Terra (2014), Cosson (2014), Silva (2013), Colomer (2007), Aguiar (2017), Rezende (2013), Zilberman (1991) and Dalvi (2013), Machado (2018), Pimentel (2011), Tinoco (2013), Moisés (2004), among other sources, who thought about the characteristics of literary language and its dialogic aspect within the authortext-reader triad; as well as reflections on methodologies for the development of reading competence among Basic Education students.
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Educação literária: desvendando o texto literário no 7º ano do Ensino Fundamental a partir da formação de círculo de leitura em comunidade de leitores
(Universidade Federal do Pará, 2018-03-28) SOUSA, Andrea Farias; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
The present work aims to discuss the formation of readers through the literary experience in Circles of Reading with students of the 7th year of a municipal public school in São Luís do Maranhão, through a proposal of pedagogical intervention. The objective is to identify how this practice allows the formation of literary readers inserted in a reading community in which the choice, reading, discussion and analysis of the literary text are developed under the mediation of the teacher through the socialization of impressions, perceptions, connections with other texts and with life. Based on reading comprehension as a cultural practice to be internalized and historicized (BOURDIEU, 1996; CHARTIER, 1998), the theoretical reference is based on the social perspective of reading with a focus on the Community of Readers developed by Stanley Fish (1995) , Roger Chartier (1999), Maria de Lourdes Dionísio (2000), and reading circles proposed by Eliana Yunes (1999, 2009), Harley Daniels (2004), Rildo Cosson (2014) and Luzia de Maria (2016). There are also evidences and methodological procedures of literary reading proposed by Umberto Eco (2001), Antônio Candido (2004), Marisa Lajolo (1993, 2004), Regina Zilberman (1988, 1989, 2008), Luiz Percival Brito Renata Junqueira de Souza and Cyntia Girotto (2011) This is an observational-participant research of a qualitative, descriptive and interventionist nature. The data collection was extracted from the analysis of reading practices in the Reading Circle, in addition to questionnaires applied as preliminary and exploratory evaluation. Results of the analyzes allow us to conclude that, despite the discourses that reinforce the rejection of adolescents by literature, literary texts are provoking a pleasant reading experience when shared with reading communities. It is recorded that literary reading in a circle leads readers to think collectively of the meanings of texts from their own life experiences, so that literature leaves the strictly fantastic sphere to discuss real-life facts: violence, friendship, fidelity , greed, so discussed in Edgar Alan Poe's The Murders on Morgue Street. At the end of the research it is possible to perceive a change of view of the students and of affinities in relation to the conception of Reading and Literature. Therefore, it can be said that a free literary reading experience, shared collectively in Reading Circles and based on a literary education project, is capable of provoking an attitude of politicization and sensitization necessary for the construction of collective transformation actions.
Acesso aberto (Open Access)
Estratégias de leitura do texto literário em turmas do 7º ano do ensino fundamental
(Universidade Federal do Pará, 2015-08-19) ARAÚJO, Iracy de Sousa Pereira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
Considering reading as a key element in the acquisition and construction of knowledge, this study aims to formulate, implement and evaluate activities that improve qualified reading of literary texts, especially the genre short story, in the classrooms of the 7th grade of elementary school. Therefore, we must first reflect on reading and reading strategies; the specific challenges of reading literary text; the genre short story; and to evaluate, through interviews with teachers and students, their perspectives about reading literature. The theoretical framework that supports this study based upon Solé (1998), Souza & Girotto (2011) and the teaching of literature addressed by Cosson (2012: 2014) Dalvi (2013), Moisés (2006) and others. Therefore, with this activity, we raise hypotheses about the effectiveness of the implementation of activity-based literary texts in order to see how we can improve reading with interactive proposal of understanding and production of meaning. In this way, we hope to make a significant contribution to this area of teaching.
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A formação do leitor literário através do livro “Pequenas Descobertas do Mundo” de Clarice Lispector
(Universidade Federal do Pará, 2015-08-19) MONTEIRO, Samara de Oliveira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This work emerged from the decision to work with literary literacy within a class of 25 students in the 9th grade of primary education in a state school of primary and secondary education in Castanhal, a city located approximately 73 km from Belém. The work has developed for over a month (seven classes of two hours each), and has sought to reveal the initial contact with the literary text, by reading four texts from the book Pequenas descobertas do mundo, from the writer Clarice Lispector: Tortura e glória, Restos do carnaval, O primeiro beijo e Banhos de mar. The activities were grounded in accordance with the basic didactic sequence proposed by COSSON (2006) and the reading strategies proposed by GIROTTO & SOUZA (2011), that emphasize the communicative characteristics of the literary text and the explanation of the skills used by teachers, more experienced readers, to their students, thus enabling the understanding of the mechanisms that are put into action, at the time of reading a literary text. The reading of the full texts in the classroom, with pauses for clarification of used reading strategies, along with comments on each text, was accompanied by the reading of other texts from other authors, as well as listening to music, and presenting of videos and images. We believe that this work happened in a positive and satisfactory way, because provided the contact between students with one of the most important Brazilian writers, promoted useful moments of dialogue between the class and the teacher about the texts, paving the way for students to continue on the search for moments where literary texts provide enjoyment and learning.
Acesso aberto (Open Access)
A formação e o desenvolvimento do leitor literário: a narrativa arquetípica do herói e a mitologia na sala de aula
(Universidade Federal do Pará, 2016-12-14) ARAÚJO, Roberto Pinheiro; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
The dissertation "The formation and development of the critical reader: the archetypal narrative of the hero and the mythology in the classroom" Corresponded to a study of the role of literature in school, having as support the archetypal narrative of the hero and the comparative study of the myths in its proposal of intervention. We aimed to provide a reflection on what has been done in the school environment in relation to Literature and what it is necessary to do for the constitution of the reader subject and thus contribute to the debate about the role of reading Literature in school. In order to do so, we have adopted the work done by Solé (1998), Antunes (2014), Menegassi (2005/2010) and Lopes-Rossi (2008) regarding the linguistic theory and Cosson (2014) literary text reading. As for the study of myths, we used Campbell (2002, 2003), Eliade (2011/2002), Salis (2003) and Kenneth (2015). Finally, in order to base and support the construction of our conception of study that takes into account the language in the process of interaction, Bakhtin/Voloshinov (1999) works on the dialogical character of language. We had as target audience the students of the 8th year of Elementary School of the State Public Network, Characterized as novice readers, with some reading processing skills not yet satisfactorily developed. The pedagogical activities that constituted the intervention proposal presented strategies that aimed to broaden the world view of these students, from the recognition of patterns and the dialogue between mythological texts of different cultures and their presence in our daily life among other genres. This proposal, it is considered the extrapolation of the text and the exploration suggested thematic by a literary work enables the student to recognize other dimensions of the narrative, arousing political, philosophical, moral reflection. We adopted, in the methodological aspect the qualitative research of an applied nature, trying to observe the daily school life, the harsh reality faced by educators and students, from the obtained reports and stories, we created and applied our proposal of intervention. At the end of this work, we selected some productions of the students to weave analyzes, verify and debate about the results of the application of the activities in the school, in their positive and negative aspects.
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A leitura de o diário de Anne Frank em sala de aula do Ensino Fundamental de uma escola na Amazônia
(Universidade Federal do Pará, 2020-04-28) GUERRA, Edilena Pinheiro; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/1466954730182262
This master's thesis deals with the reading of the literary text and the production of reading notes and letters with 37 students, arranged in two classes of the 9th year of a public school located in the neighborhood of Guamá, the most populous in Belém (PA). The theoretical repertoire for discussing the role of literature in human education and its place in school included Candido (2007), Chartier (2001), Freire (2000), Manguel (1997), Maria (2016), Morin (2000, 2005), Petit (2009), Silva (1993), Todorov (2009) and Zilberman (1989). Our methodological perspective was based on the theories of Reception (Jauss, 1994; Iser, 1996) and the Sociology of Reading (Horellou-Laforge and Segré, 2010). A set of activities was developed with the aim of promoting meaningful contact with reading and writing, based on the connections between Anne Frank's biographical narrative and lives of students, teenagers between 13 and 16 years old, most with 14, in a situation of economic vulnerability and living in a violent context. Anne Frank's diary (1974) was read in its entirety, partly at school, partly at home; some read on paper (books, photocopies), but most in reading applications for ePub format. Impressions on reading and evaluating activities took place both in the classroom environment and in virtual spaces, messaging applications and social media. The immediate identification of students with the main character of the Diary, motivated by the environment in which they live, the oppression they experience and also by the typical dilemmas of adolescence; accessible language; the organization in short chapters, motivated reading and promoted the engagement of readers with the text. At the end of the process, reading seems to have been meaningful and collaborated to enrich the students' imaginative, historical, linguistic and aesthetic repertoire, in addition to humanizing classroom relationships.
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Literatura no Ensino Fundamental: uma proposta para leitura e produção de contos
(Universidade Federal do Pará, 2018-04-18) SANTOS, Zélia Mônica Lima dos; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/864017834350722
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A recepção de narrativas amazônicas e a formação de leitores no 7º ano do Ensino Fudamental
(Universidade Federal do Pará, 2019-07-07) LIMA, Elainne Cristina Santana de; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
The literature enables the humanization of the person contributing for his full development. Because of this premise, this research aims to present mediation and receipt of the reading of literary texts strategies with the goal to provide the docent improvement with regard to the practices literary literacy performed inside the elementary school classrooms – in this case, in a 7th grade group – as well as guarantee to the students an effective meeting with the books throughout the integral texts reading and to give a chance to themselves of sharing reading experiences. So, we have selected as the corpus, amazing and wonderful narratives with amazon themes, getting to start the workshops with oral popular narratives – A lenda do Norato and A cobra do rio Vacilande, those ones collected through IFNOPAP project, which were organized by the researchers called Simões and Golder (1995), as well as through the stories A Mãe D‟Agua do igarapé de São Joaquim and Cobra Grande do Murinim gathered, respectively, by the writers/researchers Walcyr Monteiro (2012) and Paulo Maués Correa (2016). By the end of the workshops, we proposed the reading of the Acauã tale, from Ingles de Sousa (2012). Our study was based on, mainly, the theories of Candido (2004), Todorov (1970, 2010, 2014), Petit (2007, 2009, 2013), Lajolo (1993), Zilberman (2009), Jouve (2002, 2012), Colomer (2003, 2007), Rouxel (2013a, 2013b, 2013c), Jauss (1979, 1994), Iser (1979, 1996), Silva (1988), Zhumtor (2007, 2010), Compagnon (2010), Goulemot (2011), Bernd (1992), Roas (2014), Hall (2015), Bettelheim (2015), de Maria (2016), Chiampi (2017), among others. The theoretical-methodological basis taken was guided by Ghedin and Franco (2008), André (2008), Silverman (2009) and Thiollent (2011). Using an ethnographic approach, that is about an action research, qualitative-interpretative whose methodology was based on the basic sequence of the literacy literary of Cosson (2016) as well as on the perspective of metacognition which embraces the learning-teaching of the reading strategies proposed by Girotto e Souza (2010), Souza e Girotto (2011). Since all these work design, we performed some workshops emphasizing the oral reading of the texts abovementioned followed by activities, in which ones we focused in the mediation before, during and after the reading as well as the use of strategies to improve the literary text comprehension. As an outcome of the research, it has been shown the efficacy of a reading practice along with the teaching of strategies that foster the dialog among text, author and reader in order to promote much more interest in the literary reading, the understanding of what is read, the know-how exchange and the new reading commitment. In the same way, it has been highlighted that the fantastic and wonderful amazon element do contribute for the reading motivation of the students in the elementary school by favoring the development and the continuation of the literary reading habit.

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