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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Navegando Programa de Pós-Graduação em Letras - PROFLETRAS/ILC por Orientadores "FURTADO, Marli Tereza"
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Item Acesso aberto (Open Access) Leituras de lá e de cá: a formação de leitores a partir do diálogo entre a “literatura de massa” e a literatura canônica(Universidade Federal do Pará, 2019-07-01) SANTOS FILHO, Wlademir Ferreira dos; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592The present research presents a reflection on the practice of reading the literary text in elementary school, as well as seeks to verify the effectiveness of a didactic intervention proposal that could succeed in the scope of forming students literally literate from the dialogue between mass literature and canonical literature. We tried to demystify the current discourses that the "teenager does not read, does not like to read, or reads a little." For that purpose, the reading project "Readings from there and from here" was implemented in the ninth grade class of the Luiz Nunes State School in Ananindeua-PA. The hypothesis was that if the school left interests and actual reading experience of students, not only would it be possible to develop more meaningful literacy reading practices in the class, but the student engagement and involvement would be more effective. Using the methods of literary text teaching centered on the proposals of literary circles, Cosson (2016) and receptive reading, by Bordini & Aguiar (1988), the proposal proposed the reading of the novels Uma canção para a Libélula, by Juliana Daglio , and the short story Garota a caminho, by Raduan Nassar. Conducted from April to December 2018, the project presented results that responded positively to the expected scenarios. Participating students demonstrated interest and involvement during the completion of all activities of the intervention proposal, and their reading skills developed or improved.Item Acesso aberto (Open Access) Nem lhe conto, compadre: uma proposta de leitura do conto o Carro dos milagres de Benedito Monteiro(Universidade Federal do Pará, 2018-03-01) CASTRO, Anderson Magno Pires; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592This work is about the foundation, elaboration and execution of a proposal of pedagogical intervention that had as core the reading and discussion of the tale The car of the Miracles, of Benedicto Monteiro, in classroom, in a public school of the city of Acará-PA, where I teach in Portuguese. The proposal was conceived from the onsite verification of the distance between the students of the school and the Amazon literature and the perception of the necessity of practical and significant alternatives for the work with literature in the classroom. These problems were perceived year after year in the teaching of this school, and were confirmed by the application of a diagnostic questionnaire prior to the elaboration of the proposal. From this, the main objective of the work was to: to bring the Amazonian student closer to the literature in general and to the Amazon in particular, by means of an effective reading activity of the cited story, privileging the literary experience and the collective interpretation of the text. The subjects of the research were students of the 9th grade of Elementary School of the mentioned school. The option for the monteiro text was motivated by its literary attributes and by the remarkable presence of the cosmovision and the Amazonian culture, elaborated aesthetically by the author, dissociating from the mere caricature of the Amazonian universe. The research follows the basic principles of critical action research, as proposed by Ghedin and Franco (2008). The main scholars who base this work are: João Alexandre Barbosa (1994, 1996), Marcia Abreu (2006), Rildo Cosson (2010, 2014, 2015, 2016), Magda Soares (2011), Marisa Lajolo (2004), Maria Helena Martins (1994), Tzvetan Todorov (2008), Nádia Gotlib (2006) and Fátima Nascimento (2004). The proposal of pedagogical intervention is based on the basic sequence of literary literacy, according to Cosson (2014), and is composed of three stages: previous activities; reading and interpretation of the Monteiro story; and subsequent practical activities carried out from the reading of the text. The analysis of the application of the proposal shows that, despite the difficulties and unforeseen that affected the results of the activities, the proposal balance was quite positive, since the students expressed an empathic identification with the themes, the plot, the world view and the language of the text, and realized the aesthetic elaboration of the Amazonian reality in Monteiro's tale. The mentioned proposal is shown as a viable alternative for the necessary insertion of the amazonian literature in our Amazonian classrooms.Item Acesso aberto (Open Access) Texto literário em sala de aula: o poema pede passagem(Universidade Federal do Pará, 2016-04-04) SILVA, Dinelson Serrão da; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592This project has as main purpose the rescue of the poem genre in the classroom. It resulted from the need to give importance to this genre, often relegated to the background in our schools, where they give privilege to narrative prose. Because of this detachment of activities with poetry in class, we decided to prepare this work in order to improve our knowledge of the poem genre, as well as provide our students a literature teaching focused on literary literacy. In order to eliminate this detachment, we set out to develop a material based on didactic sequences involving the poem genre. It was elaborated four didactic sequences in order to be developed in the State School Archbishop Gaudencio Alberto Ramos in regular classes of ninth and eighth year. These didactic sequences received the following thematic denominations; i. Song of the Exile and its intertextuality; ii. Love poems; iii. Poems of social reflection; iv. Poems: images and senses. As theoretical support for this work, we follow the teachings of some scholars, like Cosson (2014), Gebara (2002), Candido (1995), Kleiman (2004), Koch (2012), among others. We think of writing our work by sub-dividing it into three stages. The first stage deals with the theoretical basis. It is also presented in this step a survey of the poem genre presence in textbooks as well as the view of the treatment that textbooks dispense to this literary genre. The second stage covers the aspects related to the poem as rhythm, meter, verse and their significance levels, the expressive units: direct language and figurative language, spontaneous figurative language and elaborate figurative language, word pictures and its modalities (image types) in addition to working with other levels or structural aspects of the poem as the lexical level, syntactic and semantic. In the third stage it is presented four didactic sequences that bring suggestions of activities to work with poetry in class.