Navegando por Assunto "Leitura literária"

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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.
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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.
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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 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.
Acesso aberto (Open Access)
Literatura e educação profissionalizante: a resistente relação entre o trabalho e a subjetividade humana
(Universidade Federal do Pará, 2023-07-07) OLIVEIRA, Gabhriele Rodrigues; OLIVEIRA, Célia Zeri de; http://lattes.cnpq.br/7392823829322057; https://orcid.org/0000-0001-9477-7336
The present work discusses the teaching of literature, in the context of career and technical education - CTE. We understand that this teaching modality has its genesis in the ideal of knowhow, without the need to reflect on the social implications or on the process as a whole. In order to raise or improve students' criticality in relation to access to literature, we analyzed the students' reception to a multidisciplinary project between the areas of languages and human sciences. In this research, studies were carried out on the importance of literature in school (BERNARDES, 2021); teaching literature (FRANCHETTI, 2021; WALTER, 2014); subjective reading (HOOKS, 2013; BAJOUR, 2012) and professional education and work (MANACORDA, 2007). The research is of a qualitative nature, organized as action research in which the methodology consists of five steps. In the initial stage, students answer a form about their experience and interest in literature. Then, in the second stage, classes are carried out on the historical and political context of the Pre-modernism period and the thoughts that culminated in Brazilian Modernism (1922-1960). The three generations are discussed with a focus on the study of the Generation of 45, with the purpose of establishing relationships between the last generation and contemporary Brazilian works. The third stage, reading, is intended for direct contact with the work, in which students can read armed with information. In the fourth stage, students have the opportunity to produce artistic expressions in a project called “Contemporary Dialogues”, organized between the disciplines of literature, history, geography, philosophy and sociology in a technical school in Belém-PA. In the last stage, there is a final meeting with the students in the class to obtain information about the new experiences and the relationship they have with literary reading. The research analysis is comparativeinterpretative from the initial and final stages. Indeed, students in the 5th phase – referring to the 3rd year of regular high school – with the mediation of educators, must be inserted into Brazilian culture, starting from literature as art and object of study. We hope, in this research, to identify the importance attributed to literature in career and technical education contexts and to evaluate students' perceptions about the relevance of literary works.
Acesso aberto (Open Access)
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
Acesso aberto (Open Access)
Zeus ou a menina e os óculos, de Maria Lúcia Medeiros: contribuições para o letramento literário no Ensino Fundamental
(Universidade Federal do Pará, 2020-04-29) SILVA, Adenilza Nunes Soares da; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This work has as theme: “Zeus ou a menina e os óculos, of Maria Lúcia Medeiros: contributions to Literary Literacy in junior high school”. The work´s aim is to develop literatures Reading in the school environment. There are results of analysis with reflections about literary reading teaching. These analysis was proposal through classroom activities to students in the 7st grade of junior high school of Externato Santo Antônio Maria Zaccaria School in the São Miguel do Guamá city, state of Pará. For this purpose, the short stories book “Zeus ou a menina e os óculos” was chosen by means of methodology elaborated four modules (motivation, introduction, reading and interpretation). This methodology be based on the work of Cosson (2009), it was possible ensured the active participation of students in discussions related readings of four short stories of the chosen work. During the mediation process in classroom, we obtained as results: oral comments and written productions made by the students who identified themselves with narrated content therefore they reach interpretation. The theoretical discourses linked this proposal PROFLETRAS involve the formation Literary Literacy and literary reading of teacher and student. This formation will serve as reflections about teaching practice. Therefore, the argument presents AZEVEDO (1986), ZILBERMAN (1991), LAJOLO (1996), CANDIDO (2011) and COSSON (2014) studies, among other. This studies contribute to activities with literary texts reading that assist the teacher in training of readers.