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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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Ana Maria Machado em sala de aula: leitura literária e formação do leitor
(Universidade Federal do Pará, 2015-08-30) VIANA, Maria Helena da Silva; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
This paper aims to present a methodological proposal to the reading of two works (Quem perde ganha e O Cavaleiro do Sonho: As aventuras e desventuras de Dom Quixote de La Mancha) by Brazilian writer Ana Maria Machado, intended for children and youth in order to encourage the literary literacy and the reader formation in a public school in the city of Ananindeua, in the state of Pará. It is considered, thus, the literary literacy as a right of all (Queirós, 2014) and the literary text being the core of the Portuguese discipline for being a manifestation of excellence of memory, of operation and creativity of Portuguese language (Silva, 1988). The literature teaching in public schools is target of criticism and has contributed timidly to form proficient readers, since the schooling process has occurred inappropriately and the teacher‟s challenge is to find the balance between the interests of personal enjoyment and the needs of literary schooling (Cosson, 2014). It is necessary, therefore, to rethink the problem so that the literacy text is not just nomenclatures object, grammatical banalities and superficial analysis (Smith, 2011), but an instrument that can raise reflections and relevant contribution to the lives of students. This paper is organized in three chapters: the first discusses the teaching of literature and the reader formation, the second deals with the literary universe of Ana Maria Machado and the third brings a proposal of pedagogic intervention. It is intended, this way, that the school promotes the insertion of children and youth literature and of the classical in their daily lives in order to contribute so that the reading of literary text be a meaningful and pleasurable activity for elementary school students and, thus, encourage the reader formation in public schools.
Acesso aberto (Open Access)
Biblioteca itinerante na escola: uma proposta para a formação de leitores
(Universidade Federal do Pará, 2020-06-25) ARAÚJO, Lena Cilene Hashiguti de; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
Training readers in a country where there are difficulties in accessing books by most of the population, due to unequal social conditions, is a challenge, but also a commitment that must be assumed by the bodies responsible for education at all levels, and, specially, by the public school. For it has tools capable of acting to promote the democratization of reading. The main tool is the school library, which consists not only of a physical space within the school, but also of a movement in favor of the dissemination of reading in the school space, so that the student is given the opportunity to insert in his daily life one more element, the book. Thus, this study listed as a central objective, the promotion of access to books to students from a public school that is part of the Pará state network in the district of Icoaraci, in the city of Belém do Pará, through the creation of an itinerant library. The library was organized with collections from the National Program Library at School – PNBE (Programa Nacional Biblioteca na Escola). In order for the collections to be available to all students at the institution, a reading project was carried out, with the participation of the school's teaching and technical staff, with the main activity being the Itinerant Library at School Day. However, only five classes of Elementary School II (Ensino Fundamental II) were accompanied by the teacher-researcher. These classes received incentives to borrow books during classes that are specific for reading, in which the teachers sought reading strategies that took into account the particularities of each student when coming into contact with polysemic texts. Action research was chosen as the methodology for collecting and discussing data. The theoretical discussion is based on Zilberman (1991), Lajolo (2006), Lajolo, Zilberman (1996), Gebara (2002), Abreu (2006), Ferrera (2009), Sales (2014), De Maria (2016) and others. As a main result of the analysis of the methodological instruments, there is an increase in the students' position for literary reading due to the access to books and the use by the mediator of reading practices that considered, mainly, the comprehension capacity that the beginning reader presents when coming into contact with a literary text.