Navegando por Assunto "Livros e leitura"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
Argumentação e a formação do sujeito aluno-autor: processos de (re)significação do dizer na era digital
(Universidade Federal do Pará, 2016-12-14) ANTUNES, Glauce Correa; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The present work aims to discuss, from the perspectives related to the verbal interaction and discursive genres postulated by Bakhtin (2003), Bakhtin/Volochínov (2006) and Geraldi (1997) and reading and writing conceptions proposed by Kleiman (2013) and Antunes (2005, 2009, 2012), how we can contribute to broadening reading and writing skills, promoting the contextual use of the chosen discourse genre, namely the letter. Our studies were also based on Rojo and Barbosa (2015), Rojo (2013) and Araújo and Leffa (2016) regarding the use of new technologies in school. As for the type of research, in relation to the procedures, it is an action-research and participant; about the approach, is qualitative, with ethnographic traits, since it involves the improvement of teaching practices through our interferences, whose information was gathered through a field work. The subjects selected for the survey are 8th grade students from the municipal public-school system in Belém. The corpus of this research is composed of handwritten letters and Facebook posts produced by the mentioned students. As a general objective, we intend to verify in what sense the writing of the discursive letter genre mobilizes different knowledge when it is used in school practices centered as close as possible to the linguistic situations of the students. Regarding the specific objectives, we intend: (i) to ascertain how these same subjects behave in a context with the singularities of the virtual world; and (ii) to verify how the use of speech sequencers facilitates the construction of meanings in their productions. To do this, we introduce the use of Facebook so that they also position themselves as critical readers, in order to compare what differentiates their critical online position from conventional writing, thus comparing the contexts of production and the differences that this implies in the lexical choices. In addition to the aforementioned authors, we have been in Lopes-Rossi (2008) and Solé (1998), which have led some of the guidelines we have proposed to achieve our objectives. To reach them and consolidate our analyzes, we applied an intervention proposal, carried out in the form of a teaching project, with modules for reading, writing and dissemination, which culminated in exchanges of letters between school students in different cities (Belém and Tomé-Açu) and posts in the profiles of our students from Belém. The results point out that there is a change of posture when the student-author subject is faced with a linguistic situation in which, in fact, there is a real interlocutor and the writing becomes significant and makes different grammatical, lexical and phraseological choices when structuring its statement in front of different interlocutors.
Acesso aberto (Open Access)
A contribuição do romance-folhetim O Guarani na formação do público leitor brasileiro do século XIX
(Universidade Federal do Pará, 2011-09-01) CRUZ, Patricia Cezar da; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
O Guarani the novel by José de Alencar was published in 1857 through Diário do Rio de Janeiro newspaper reaching a huge success as a feuillton. This one was adopted in Brazil with a lot of acceptation. Studies reveal that at that time of modifications and contrasts in Brazil of the Second Reign the brazilian public reader was just in formation, though their tastes in therms of reading included romance and the feuillton. In this context, O Guarani had a huge acclamation by the public which could find a correspondence of their expectations of find out a national literature in the story. This research intends to show O Guarani as a huge success of the XIX century as well as a timeless novel which attracts the interest of the public.
Acesso aberto (Open Access)
Formação do leitor nos diálogos com as práticas socioculturais no Ensino Fundamental : cotação de histórias e mediação de leitura
(Universidade Federal do Pará, 2021-05-28) SILVA, Márcia Fabrina Oliveira; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
This research is related to the formation of the reader based on narratives involving sociocultural practices of communities located in Concórdia do Pará. To this do so, an exploratory research has been developed whose main strategies used were storytelling and reading mediation, with a class from the 7th year of elementary school, in 2019. The aim was to analyze how storytelling and reading mediation enhanced or not the students' reading training, based on the narratives of the communities and those already recurrent in children's literature. The study, as a qualitative analysis, is supported by Thiollent (2011), since it proposes the application of interventional practices. As for the theoretical foundation, the concepts of reading and reading, as well as working with literature in the classroom, the same is supported by Menegassi (2010), Iser (1996), Jauss (1994), Chartier (1998), Todorov (2009), Colomer (2007) and Petit (2009). With regard to storytelling, orality and socio-cultural practices, there are studies supported by Busatto (2012, 2013), Zumthor (1993, 2014) and Freire (1981, 1989, 2013). There is also in Bakhtin (1997) Bakhtin et Volóchinov (1997), 1997) reflections based on the dialogical perspective of language. The research stages were divided into storytelling and reading of literary works; socialization of reading and listening experiences; visit to Studio Clove and Cinnamon socialization of the visit and narration of stories and stories from the communities and neighborhoods in which the students reside. The resulting data indicates that students have a level of literal understanding when it comes to reading, questioned and counter-argued evidence by authors from the esthetics of Reception. Furthermore, the study revealed that reading and listening to stories is pleasing to students in terms of fiction and plot, which allows us to affirm that the storytelling practices specific to their localities, contribute to their development. as readers, once they reveal knowledge from their reality, they promote the production of meanings, autonomy and expand their cultural baggage. Thereby based results obtained, an educational product was formulated based on the practice of activities related to reading concepts, these anchored in the author-text-reader interaction and, still based, on actions that enhance the development of the student-reader, such as storytelling and reading mediation.
Acesso aberto (Open Access)
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)
O traço da traça num troço chamado livro: processo de pesquisa e criação poética
(Universidade Federal do Pará, 2014-06-27) SOUZA, Bárbara Lívia Damasceno de; COSTA, Luizan Pinheiro da; http://lattes.cnpq.br/5390750292706184
This is the research and creation of poetic book Edge Violations, art-book of my own, designed heteronym by Livia Thysanura. The poetic core of the work discusses the book as a poetic element, addition of the word support, standardization of information and scientific truth. I do this during the whole text and the creation of a memoir of heteronym where rousing, verbally and visually, reflections on the maintenance of symbolic structures present in the life certification system and the formal school knowledge. Are drawings and words that blend the registers and regulatory signs, questioning the book space and the look of him that experience. The Draft of Silverfish of a Thing Called Book is, thus, a research and creation process that fuses reality and fiction, poetic act and scientific thought. A project inspired mainly in thoughts of Pierre Bourdieu, Michel Foucault, Gilles Deleuze, Felix Guattari, Maurice Blanchot and work Unarmed Eye Sonia Rangel.