Navegando por Assunto "Texto literário"

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Acesso aberto (Open Access)
A devolução da palavra ao aluno por meio de narrativas literárias
(Universidade Federal do Pará, 2016-01-16) GOMES, Patrícia Albuquerque de Campos; FAIRCHILD, Thomas Massao
This work it's a research made with students from the 6th grade in the primary school of a municipal school about the _devolution of the word_ to the students in the classroom. The research it's made from two steps: The first step was to diagnose the students performance in their reading and writing skills, and also to elaborate one intervention proposition. The second step goal it's to apply activities that could stimulate the production of literary narratives starting from the personal experience and/or familiar of the students. The diagnosis made in the first step showed that part of the students of the 6th grade from the primary school were not embedded in a certain kind of oral culture when they were little (such as telling stories); and consequently, the results showed that it manifests in the poor performance of the students with their writing and reading skills. The main goal of the research it's to give it back the words to the students through activities that will stimulate the experience and the contact with the literary text. Therefore, we shall discuss in this research, the value of the literary text in the classroom and, in theory, we will show some ideas from some authors that defends the presence of these texts in the school: ZILBERMAN (1988), LAJOLO (1988), BELINTANE (2013), among others, which will sustain that the presence of the literary text in the school it's crucial to the student formation and development of the writer/reader, besides preparing the student to read all types of social speeches. In this research, its approach, also, the interaction conception of the informed language in BAKHTIN/VOLOCHINOV (2014). Such as the methodology for the dada collection, we will apply four diagnostics activities. Thereafter, the analysis were made and we reach the conclusion that, to get in the students reality, it will be essencial that each student should bring a package of activities that could provide the opportunity of having a version of the devolution of the word written in Geraldi (2003), to work among the others literary texts.
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.