Navegando por Assunto "Letramento literário"

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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.
Acesso aberto (Open Access)
Estratégias de leitura do texto literário em turmas do 7º ano do ensino fundamental
(Universidade Federal do Pará, 2015-08-19) ARAÚJO, Iracy de Sousa Pereira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
Considering reading as a key element in the acquisition and construction of knowledge, this study aims to formulate, implement and evaluate activities that improve qualified reading of literary texts, especially the genre short story, in the classrooms of the 7th grade of elementary school. Therefore, we must first reflect on reading and reading strategies; the specific challenges of reading literary text; the genre short story; and to evaluate, through interviews with teachers and students, their perspectives about reading literature. The theoretical framework that supports this study based upon Solé (1998), Souza & Girotto (2011) and the teaching of literature addressed by Cosson (2012: 2014) Dalvi (2013), Moisés (2006) and others. Therefore, with this activity, we raise hypotheses about the effectiveness of the implementation of activity-based literary texts in order to see how we can improve reading with interactive proposal of understanding and production of meaning. In this way, we hope to make a significant contribution to this area of teaching.
Acesso aberto (Open Access)
A formação do leitor literário através do livro “Pequenas Descobertas do Mundo” de Clarice Lispector
(Universidade Federal do Pará, 2015-08-19) MONTEIRO, Samara de Oliveira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This work emerged from the decision to work with literary literacy within a class of 25 students in the 9th grade of primary education in a state school of primary and secondary education in Castanhal, a city located approximately 73 km from Belém. The work has developed for over a month (seven classes of two hours each), and has sought to reveal the initial contact with the literary text, by reading four texts from the book Pequenas descobertas do mundo, from the writer Clarice Lispector: Tortura e glória, Restos do carnaval, O primeiro beijo e Banhos de mar. The activities were grounded in accordance with the basic didactic sequence proposed by COSSON (2006) and the reading strategies proposed by GIROTTO & SOUZA (2011), that emphasize the communicative characteristics of the literary text and the explanation of the skills used by teachers, more experienced readers, to their students, thus enabling the understanding of the mechanisms that are put into action, at the time of reading a literary text. The reading of the full texts in the classroom, with pauses for clarification of used reading strategies, along with comments on each text, was accompanied by the reading of other texts from other authors, as well as listening to music, and presenting of videos and images. We believe that this work happened in a positive and satisfactory way, because provided the contact between students with one of the most important Brazilian writers, promoted useful moments of dialogue between the class and the teacher about the texts, paving the way for students to continue on the search for moments where literary texts provide enjoyment and learning.
Acesso aberto (Open Access)
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.
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/2382303554607592
The 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.
Acesso aberto (Open Access)
Leituras de poemas: uma proposta para o Ensino Fundamental
(Universidade Federal do Pará, 2015-08-18) PIMENTEL, Edinaldo da Mota; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This present work, titled Poems Reading: A proposal to elementary school, is a result of the reflections about the teaching of Literary reading in the school environment and it has as finality the production and the development of reading activities as well as the analysis of results in these activities in the classroom. The works developed with poems by authors from twentieth century, consecrated or not by canon, intended to 7th grade students of the Elementary School Mario Barbosa, which is located in the suburb of Belém city, Pará, and search, among other issues, to awaken the students’ interest in the literary reading, making the reading fulfills its work in the life of these students, bringing them to the discovery other ways to understand the world through poem genre. To reach these goals we consider necessary to raise some discussions about: the relevance of the literary reading for the human development, the way that this reading has been developed in the classroom and the work with the poem as well. These discussions were fundamental to create pedagogical activities in which we choose to use, with some adaptions, the methodological strategy created by Cosson (2012), formed by motivational phases of introduction, reading and interpretation. The results developed by these activities in two classes of the 7th grade of elementary school Mario Barbosa were astonishing for an instructor accustomed with reproduction of activities in didactic books and they made explicit the importance of rediscovery the literature not only in the student’s lives but also in the teacher’s.
Acesso aberto (Open Access)
A literatura na sala de aula: leitura do romance As aventuras de Ngunga, de Pepetela, para 8º ano do Ensino Fundamental
(Universidade Federal do Pará, 2018-03-26) LISBOA, Maria Dilma de Carvalho; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The dissertation of Professional Masters entitled Literature in the classroom As aventuras de Ngunga, by Pepetela, for 8th year of elementary school, it´s configured in a proposal intervention of the literary text teaching reading to 8th year of elementary school, in a municipal school in the county of Ananindeua-Pará. In this dissertation, we aim to investigate the obstacles that make impossible for the literary text to become a mediator object of knowledge in the school. Wich strategies may be most effective for more productive and meaningful reading at school. We also aim to verify how the reading approaches presented in the textbook Teláris Project: Portuguese, 8th grade, used by students investigated may interfere in your reading comprehension, we also propose a dialogue with the Angolan literature by means of the reading of the romance As aventuras de Ngunga, of the Pepetela, For the theoretical basis of this study, we use as references: Rita Chaves (1984), Maria Aparecida Santilli (1985), Manuel Ferreira (1987), Regina Zilberman (1991), Marisa Lajolo (1993), Lajolo and Zilberman (1996), Ezequiel Theodoro da Silva (1996), Nilma Lino Gomes, (1999), Roberto Acízelo de Sousa (1999), Iris Amâncio (2008), Roger Chartier (2009), Carlos Augusto Melo (2009), Antoine Compagnon (2010), Maria Amélia Dalvi et al (2013), Miguel Arroyo (2013) and Rildo Cosson (2014). As a methodological strategy, we used the data from the Basic Education Development Index (Ideb) of the researched school which demonstrated the students' low student performance. Then we propose to the students the accomplishment of a reading activity, constant in Teláris Project: Portuguese, 8th grade this activity consists of a questionnaire on the fragments of the romance As aventuras de Ngunga, of the Pepetela, The result of this analysis served to demonstrate that the reading of the romance, presented in the textbook referred, does not promote the literary learning of the class. Next, we present a proposal for the full reading of the romance As aventuras de Ngunga, after this reading, we carried out an evaluation of the reading comprehension of the students, demonstrated through an oral activity. In the six sections in which this dissertation was divided, we deal with the factors that contributed to the construction of the literature teaching model that has predominated in the Brazilian school. We discuss conceptions of reading and how these conceptions intertwine with the teaching of literary reading, we reflect on how literary reading can be an effective instrument for law enforcement10.639/2003. We also present a discussion about the construction of teacher identity in the historical context of Brazilian education, on the importance of literary reading as an object of human formation, analysis of the textbook, Teláris: Portuguese, 8th grade, and, finally, we present the intervention project.
Acesso aberto (Open Access)
A recepção de narrativas amazônicas e a formação de leitores no 7º ano do Ensino Fudamental
(Universidade Federal do Pará, 2019-07-07) LIMA, Elainne Cristina Santana de; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
The literature enables the humanization of the person contributing for his full development. Because of this premise, this research aims to present mediation and receipt of the reading of literary texts strategies with the goal to provide the docent improvement with regard to the practices literary literacy performed inside the elementary school classrooms – in this case, in a 7th grade group – as well as guarantee to the students an effective meeting with the books throughout the integral texts reading and to give a chance to themselves of sharing reading experiences. So, we have selected as the corpus, amazing and wonderful narratives with amazon themes, getting to start the workshops with oral popular narratives – A lenda do Norato and A cobra do rio Vacilande, those ones collected through IFNOPAP project, which were organized by the researchers called Simões and Golder (1995), as well as through the stories A Mãe D‟Agua do igarapé de São Joaquim and Cobra Grande do Murinim gathered, respectively, by the writers/researchers Walcyr Monteiro (2012) and Paulo Maués Correa (2016). By the end of the workshops, we proposed the reading of the Acauã tale, from Ingles de Sousa (2012). Our study was based on, mainly, the theories of Candido (2004), Todorov (1970, 2010, 2014), Petit (2007, 2009, 2013), Lajolo (1993), Zilberman (2009), Jouve (2002, 2012), Colomer (2003, 2007), Rouxel (2013a, 2013b, 2013c), Jauss (1979, 1994), Iser (1979, 1996), Silva (1988), Zhumtor (2007, 2010), Compagnon (2010), Goulemot (2011), Bernd (1992), Roas (2014), Hall (2015), Bettelheim (2015), de Maria (2016), Chiampi (2017), among others. The theoretical-methodological basis taken was guided by Ghedin and Franco (2008), André (2008), Silverman (2009) and Thiollent (2011). Using an ethnographic approach, that is about an action research, qualitative-interpretative whose methodology was based on the basic sequence of the literacy literary of Cosson (2016) as well as on the perspective of metacognition which embraces the learning-teaching of the reading strategies proposed by Girotto e Souza (2010), Souza e Girotto (2011). Since all these work design, we performed some workshops emphasizing the oral reading of the texts abovementioned followed by activities, in which ones we focused in the mediation before, during and after the reading as well as the use of strategies to improve the literary text comprehension. As an outcome of the research, it has been shown the efficacy of a reading practice along with the teaching of strategies that foster the dialog among text, author and reader in order to promote much more interest in the literary reading, the understanding of what is read, the know-how exchange and the new reading commitment. In the same way, it has been highlighted that the fantastic and wonderful amazon element do contribute for the reading motivation of the students in the elementary school by favoring the development and the continuation of the literary reading habit.
Acesso aberto (Open Access)
Relações de alteridade e letramento literário no conto indígena brasileiro de Daniel Munduruku: A Pele Nova da Mulher Velha
(Universidade Federal do Pará, 2024-04-29) OLIVEIRA, Lanna Fonsêca de Araújo; TRUSEN, Sylvia Maria; http://lattes.cnpq.br/1704721088122823
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.