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 - 8 de 8

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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.
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A formação de leitores da EJA por meio da leitura de fábulas e cordéis, em sala de aula
(Universidade Federal do Pará, 2020-02-14) PINHEIRO, Nazaré do Socorro Ferreira; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This Master's thesis is entitled "The formation of readers in EJA: literary education through reading fables and cordel in the classroom" presents a proposal for pedagogical intervention in literature teaching to a group of 3rd Stage of Youth and Adult Education (EJA, in Portuguese). The school is located in Barcarena town, in the Brazilian state of Pará, belonging to Belém’s Metropolitan Mesoregion. This work results from the realization, upon starting the PROFLETRAS master’s degree course, of the almost annulment of literary reading in Portuguese language classes. This thesis is based on a discussion about the importance of literary reading as a humanizing activity and an experience of reading fables and cordel in the classroom, using the basic sequence developed by Rildo Cosson (2016), structured in: motivation, introduction, reading, and interpretation. The corpus used was the Fables “The cicada and the ants”, “The lion and the grateful rat”, both written by Aesop, and the rereading of the fables “The Cicada and the Ant” and “The Lion and the Mouse”, by Jean de La Fontaine; the cordel literature used were “Afro-Brazil in cordel”, by Nezile Alencar, and “The horse’s discovery”, by Severino José. This research seeks to promote literature teaching, educate readers in literary reading proficiency, and provide meaningful learning in the lives of students who have already exceeded the age of regular schooling. This work is based on the presupposed theories about the literary reading’s teaching centered on Brazilian scholars such as Antonio Candido (1995), Marisa Lajolo (2001, 2010), Regina Zilberman (1991), Rildo Cosson (2014, 2016), Neide Luzia Rezende (2013), as well as the theorists Tzvetan Todorov (2009), Michèle Petit (2013), and Miguel Arroyo (2017). The intervention proposal is based on Michel Thiollet's (2001) action research theory. Still on the methodology used, an initial questionnaire was applied in order to establish a diagnosis about the literary reading of Basic Education’s students so to elaborate the proposal. Subsequently, the basic sequences were applied aiming at student interaction, the appreciation of orality in the classroom, and the experience of literary communication, based on the teacher's mediation. The results observed were considered satisfactory since this methodology presented countless possibilities for meaningful work with the literary text in the Elementary school’s classroom.
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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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Leitura de poemas em sala de aula: uma proposta para a educação literária do 9º ano do Ensino Fundamental
(Universidade Federal do Pará, 2020-08-13) NASCIMENTO, Paulo Sérgio Maia do; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Professional Master's degree dissertation, entitled: Reading of poems in the classroom: a proposal for literary education in the 9th Grade of Elementary School, aims to promote literary reading in a 9th grade class in a public school in the municipal elementary school system, located on BR 316, in the municipality of Ananindeua in the state of Pará, Brazil. Based on the perceptions of the difficulties that students have in understanding and interpreting poems, we sought to implement activities in order to, if not solve, alleviate this reading problem of texts of the poem genre. With this, we intend to improve the reading competence of students and provide them with literary education that is increasingly losing its place in the pedagogical practices in elementary school in Portuguese classes. This work started with a class from the eighth grade of the morning shift and continued, practically with the same students, into the ninth grade in the afternoon shift. Regarding the methodology, we followed, in an adapted way, the strategies of Cosson (2014, 2018) with its basic sequence to develop the pedagogical activities: motivation, introduction, reading and interpretation. We also rely on the theories of Thiollent (2011) to guide research-action in terms of quantitative and qualitative aspects. To give support to our ideas about teaching literature reading, we sought the knowledge of the following writers: Petit (2009), Lajolo (2002), Zilberman (1991), Zilberman and Silva (2008) and Todorov (2009); in addition to theorists on reading poetry in the school space, such as Aristotle (2008), Candido (1996, 2000, 2006), Gebara (2002), Pinheiro (2018), Pilati (2018), Sorrenti (2013).and We selected the following poets for the implementation of the activities with their respective chosen poems. From the literature of the national canon, the corpus: Mario Quintana, “The adolescent” and “The note”, Manuel Bandeira, “Poem taken from a newspaper news” and “I am leaving for Pasárgada”; Cecilia Meireles, “Either this or that” and “Woman in the Mirror”. And from the Pará canon: Bruno de Menezes, “Poetry IV” and “Beat”; Max Martins, “Ver-o-Peso” and “The House”; Olga Savary, “Narcissus” and “Life: Duel of contrasts).
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Leitura do conto na escola: uma proposta metodológica para o oitavo ano do ensino fundamental
(Universidade Federal do Pará, 2016-04-04) COIMBRA, Jorge Fernando do Nascimento; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Master's dissertation The reading of the literary text: teacher and student on stage aims to promote the reading of literary texts through the basic sequence of literacy consists of motivation, introduction, reading and interpretation whose teaching unit will be the narrative text (tale) of Brazilian authors. The activities will be developed in classes 8th grade level in a school institution of the municipal Maracanã PA-city network The research was conducted within the action research perspective of interpretative character and interventional empirical base (THIOLLENT, 1996) whose relationship between researcher and researched give up the realization of the research environment, aimed at solving a problem cooperatively. Interest in the research object took from consultation to textbooks, informal conversations with the Portuguese language teachers and access to class daily. The works of (COSSON, 2006, 2010), (CEIA, 2002), (COLOMER, 2007) served as theoretical framework. It's common these days to see the Portuguese language classes of elementary school the effective work with the literary text. Literature, gradually loses ground in the school context by the lack of contact very early the student with the literary. The teacher as facilitator of reading, and the student as someone who seeks to reading sense based on their world of knowledge over the guidance of teachers, negotiate the meaning of the text. This dialogic relationship permeated by the text put before him teacher and student and their cultural realities as text direction of trading instrument, with the teacher as supervisor of this relationship. Literature is a source of knowledge because it can contemplate several historic times, several matters that, in many situations, does not keep link with what is society today. It is the knowledge placed in a special way in order to be placed what to say.
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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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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/2382303554607592
This 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.

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Navegando Programa de Pós-Graduação em Letras - PROFLETRAS/ILC por CNPq "CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA"