Navegando por Assunto "Literary literacy"

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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.
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)
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.