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Dissertações em Letras ( Mestrado Profissional) - PROFLETRAS/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8046

O Mestrado Profissional em Letras em Rede Nacional (PROFLETRAS) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA),cuja coordenação geral está sediada na Universidade Federal do Rio Grande do Norte (UFRN/Natal).

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Acesso aberto (Open Access)
Leitura de contos machadianos adaptados ao gênero HQ na formação de novos leitores
(Universidade Federal do Pará, 2015-08-30) SILVA, Marcos Vinícius Souza da; HOLANDA, Sílvio Augusto de Oliveira; http://lattes.cnpq.br/0928175455054278
This dissertation aims at analyzing media adaptations of writer Machado de Assis‘s three short story, before that, will make a brief history about the author as short story writer, his publications and the great importance to Brazilian literature. Will make also an analyse of plots of following short story ―A cartomante‖, ―Pai contra mãe‖ e ―Conto de escola‖. This study is based on theoretical presuppositions of researchers like (BOSI, 1980), (COSSON, 2006), (COSTA, 2013) and (VERGUEIRO, 2006; 2013) among others. In perspective of this study, is interesting verify how is the Classic Literature and the Comics (Sequential Art), will discuss how the authors use the comics code to detach details of the stories as also to check which pieces of the comics can provide to adaptations, how both interact, because we understand that as the reading original short story as much adapted to Sequential art can be made independently of an order, we defend that both reading can help us to compare each other, allowing new ways of understanding, becoming rich our analyses.This way, adaptations to literature texts to comics appear not as a definite resolution or something extraordinary, but a methodological strategy to approximate students of literary texts. As suggestion to develop this proposal we will use a didactic sequence because it presents a more organized structure and at same time dynamic, it can provide to the educator possibilities of including activities in according to their own observations, considering each student‘s linguistic capacity, their previous knowledge and cultural experience.
Acesso aberto (Open Access)
Leitura literária e pedagogia de projetos: uma articulação possível na Educação de Jovens e Adultos
(Universidade Federal do Pará, 2018-03-28) SILVA, Arthur Ribeiro da Costa e; HOLANDA, Sílvio Augusto de Oliveira; http://lattes.cnpq.br/0928175455054278
Defending the need to make explicit the pedagogical conceptions that base the school uses of literature, the work presents a possibility of articulation between the work of literary reading and the initial stage of a pedagogy of projects, adopted as one of the characteristic instruments of innovative pedagogies. The theoretical and methodological formulations of Hernandez and Ventura, Josette Jolibert and Lúcia Helena Leite on the pedagogy of projects are adopted, contextualizing also the current Brazilian educational renewal movement based on Tathyana Barrera's thesis. The work of Zilberman, Lajolo, Rouxel and other theorists about the literary reading in school are also discussed, emphasizing the concept of reader's text, conceived as the diversity of interpretations allowed by the texts, that are reformulated and transformed by the readers from their own conceptions of the world. The practical activity consisted in the reading of the novel "Silêncio no bordel de Tia Chininha" together with students of the Education of Youngsters and Adults of a municipal school in Belém-PA, associated to a didactic intervention aiming to the generation of reader texts to later choose research topics for project construction. From the reading of the novel in the classroom, we passed to the activity for generating reader's texts, which consisted of the writing of letters between two characters of the novel, registering a great diversity of productions, which showed the singular readings made by students and their positioning on the narrative. The letters were then read by the students, who needed to judge whether the author was male or female. The answers were later socialized in debate, in which student statements were recorded and later based the selection of research topics for the projects. The results show that literary reading carried out at the initial stage of projects demands special attention to the dynamics of reading sharing, which also turns into aesthetic experience, as the curiosity around the work and the desire to react and respond to the events narrated in it from the own point of view are motivational factors that contribute directly to the generation of the research themes.