Navegando por Assunto "Literatura - Estudo e ensino"

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Leitura de contos das obras “Literatura em minha casa”: uma proposta para o 9º ano do ensino fundamental
(Universidade Federal do Pará, 2016-12-12) LEAL, Flávio Jorge de Sousa; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Master's Thesis titled "Reading of story tales from the works" Literature in my house ": a proposal for the 9th grade of Elementary School aims to be a proposal of pedagogical intervention in the teaching of Literature for a class in the 9th grade in a municipal school of Elementary Education located in Santa Luzia of Pará Town, northeast region in Pará. It is a discussion about the importance of reading with Literature in the classroom as a humanizing experience, which should be developed in the school, especially in the first grades of students’ education, and an experience of reading story tales from the methodology titled basic sequence developed by Rildo Cosson (2013), which is composed of the following phases: motivation, introduction, reading and comprehension, it has as corpus four story tales from the "Literature Collection in My House", as known: Boy’s business with girl (2001) by Ivan Ângelo, Biruta (2001) by Lygia Fagundes Telles, The Man from the cardboard head (2003), by João de Rio, and The Fortune Teller (2003) by Machado de Assis, available in the school library. This work seeks to promote the reading of story tales in the classroom in an attempt to make literary literacy possible, as well as to bring the students closer to the mentioned collection and thus to form readers, since it is less known and read, as a reading option in the library. This research is in the author mentioned above and in others such as Alfredo Bosi (1974), Antonio Candido (1995), Ezequiel Theodoro da Silva (1999), Fabio Lucas (1983), Maria Amélia Dalvi (2013), Marisa Lajolo(2001), Regina Zilberman (1991), and Walnice Nogueira Galvão (1983), in order to construct a necessary theoretical framework as a basis for this research. still according to the methodology, an initial questionnaire was applied with the intention to establish a diagnosis about the students’ literary reading in the classroom so that it was possible to elaborate the proposal; after that it was made the application and analysis of an activity about story tales, present in the Portuguese Language textbook in the 9th grade, adopted by the school. After the basic sequences were applied and, finally, the application and analysis of a final questionnaire in order to evaluate the results. In this way, it is characterized as a field research and, more specifically, based on Naiditchf (2010), as an action-research. Even if, due to an incompatibility between the time required for the application of the four story tales proposal and the school activities calendar, only the two sequences of the first two stories were applied, satisfactory results were considered, so that this methodology proved to be a possible and successful way to work with the literary text in the Elementary School classroom.
Acesso aberto (Open Access)
Leitura de contos: uma experiência literária no ensino fundamental
(Universidade Federal do Pará, 2016-12-12) SANTOS, Nilson Fernandes dos; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
Acesso aberto (Open Access)
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.
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)
Texto literário em sala de aula: o poema pede passagem
(Universidade Federal do Pará, 2016-04-04) SILVA, Dinelson Serrão da; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592
This project has as main purpose the rescue of the poem genre in the classroom. It resulted from the need to give importance to this genre, often relegated to the background in our schools, where they give privilege to narrative prose. Because of this detachment of activities with poetry in class, we decided to prepare this work in order to improve our knowledge of the poem genre, as well as provide our students a literature teaching focused on literary literacy. In order to eliminate this detachment, we set out to develop a material based on didactic sequences involving the poem genre. It was elaborated four didactic sequences in order to be developed in the State School Archbishop Gaudencio Alberto Ramos in regular classes of ninth and eighth year. These didactic sequences received the following thematic denominations; i. Song of the Exile and its intertextuality; ii. Love poems; iii. Poems of social reflection; iv. Poems: images and senses. As theoretical support for this work, we follow the teachings of some scholars, like Cosson (2014), Gebara (2002), Candido (1995), Kleiman (2004), Koch (2012), among others. We think of writing our work by sub-dividing it into three stages. The first stage deals with the theoretical basis. It is also presented in this step a survey of the poem genre presence in textbooks as well as the view of the treatment that textbooks dispense to this literary genre. The second stage covers the aspects related to the poem as rhythm, meter, verse and their significance levels, the expressive units: direct language and figurative language, spontaneous figurative language and elaborate figurative language, word pictures and its modalities (image types) in addition to working with other levels or structural aspects of the poem as the lexical level, syntactic and semantic. In the third stage it is presented four didactic sequences that bring suggestions of activities to work with poetry in class.