Dissertação

Práticas de leitura e de escrita: o cordel no ensino fundamental

The present study “Reading and writing practices: cordel in elementary school” discusses cordel writing and reading practices, in an 8th grade class at a public school located in the countryside, in the city of Teresina, in the State of Piauí - PI. This work has as main objective to effect the li...

ver descrição completa

Autor principal: Cunha, Angelita Gomes Fontenele Rodrigues da
Grau: Dissertação
Idioma: pt_BR
Publicado em: Universidade Federal do Tocantins 2020
Assuntos:
Cordel; Letramento Literário; Ensino Fundamental; Práticas de Leitura e de Escrita de Cordel;Literary Literacy; Elementary School; Cordel Reading and Writing Practices
CNPQ::LINGUISTICA, LETRAS E ARTES
Acesso em linha: http://hdl.handle.net/11612/2221
id ir-11612-2221
recordtype dspace
spelling ir-11612-22212020-12-30T06:01:21Z Práticas de leitura e de escrita: o cordel no ensino fundamental Cunha, Angelita Gomes Fontenele Rodrigues da Testa, Eliane Cristina Cordel; Letramento Literário; Ensino Fundamental; Práticas de Leitura e de Escrita de Cordel;Literary Literacy; Elementary School; Cordel Reading and Writing Practices CNPQ::LINGUISTICA, LETRAS E ARTES The present study “Reading and writing practices: cordel in elementary school” discusses cordel writing and reading practices, in an 8th grade class at a public school located in the countryside, in the city of Teresina, in the State of Piauí - PI. This work has as main objective to effect the literary literacy of the students. We emphasize that we chose to work with cord in the classroom in order to foster a closer relationship between students and literature. In addition, we consider the choice of our research object the region in which we live, as the cordel scene is very present and active. Methodologically, we use the steps of the didactic sequence proposed by Rildo Cosson (2018), seeking to adapt them to our reality and our teaching practices. As a theoretical basis we used the following authors, namely: Barros (2015), Bakhtin (1998, 2011, 2019), Barthes (2008), Burke (2010), Candido (2011, 2017), Vigotski (2010), Zumthor (1993, 2005, 2010, 2014) and Cascudo (1984). The research ia grounded on the studies of Barros (2015), Galvão (2002), Marinho and Pinheiro (2012), Pinheiro (2018), Zilberman (1988), Soares (1999), Testa (2015, 118, 2019), Cosson (2018), Ferreira (2014), Carvalho (2004), Clementino Neto (2010, 2011, 2016, 2018, 2019), Fontenele (2019), Lima (2016), Mendes Sobrinho (2006, 2010, 2018, 2019), Vieira (1980, 2020). As a result, we can highlight that students who commonly have difficulties with literary reading and with the production of poetic texts ended up effectively integrating themselves with string readings and with string productions (performed in the classroom). Thus, we verify how much the literature is able to “hook” the young students, mainly due to the issues of orality, language (sometimes less formal) and the themes (which strongly implied the memory and experiences of the cordelistas in this region). Therefore, cordel literature triggered an affective engagement of young students, in a special way, by valuing what students have of them O presente estudo discute as práticas de escrita e de leitura de cordel em uma turma de 8º ano de uma escola da rede pública situada na zona rural, do Município de Teresina, no estado do Piauí. Esse trabalho tem como objetivo principal efetivar o letramento literário dos alunos. A escolha do cordel em sala de aula tem o intuito de fomentar a aproximação maior dos alunos com a literatura, pois a cena do cordel é muito presente e ativa nessa região. Metodologicamente, a pesquisa seguiu os passos da sequência didática, proposta por Cosson (2018), buscando adequá-la à realidade e às práticas docentes da pesquisadora. Como fundamentação teórica, utiliza os seguintes autores: Bakhtin (1998, 2011, 2019), Barthes (2008), Burke (2010), Candido (2011, 2017), Vigotski (2010), Zumthor (1993, 2005, 2010, 2014) e Cascudo (1984). Além disso, utiliza os estudos de Barros (2015), Galvão (2002), Marinho e Pinheiro (2012), Pinheiro (2018), Zilberman (1988), Soares (1999), Testa (2015, 118, 2019), Cosson (2018), Ferreira (2014), bem como obras de Carvalho (2004), Clementino Neto (2010, 2011, 2016, 2018, 2019), Fontenele (2019), Lima (2016), Mendes Sobrinho (2006, 2010, 2018, 2019), Vieira (1980, 2020). Como resultados, os alunos que, comumente, apresentam dificuldades com a leitura literária e com a produção de textos poéticos se integraram efetivamente com as leituras e as produções de cordéis (realizadas em sala de aula); a literatura conseguir cativar os jovens estudantes, principalmente pelas questões da oralidade, da linguagem (às vezes, menos formal que o cordel apresenta) e das temáticas (que implicaram fortemente a memória e as vivências dos cordelistas dessa região). Portanto, a literatura de cordel desencadeou afetivo e empolgante engajamento dos jovens estudantes, de modo especial, por valorizar aquilo que eles têm em sua cultura local. 2020-12-29T11:45:00Z 2020-12-29T11:45:00Z 2020-08-26 Dissertação CUNHA, Angelita Gomes Fontenele Rodrigues da. Práticas de leitura e de escrita: o cordel no ensino fundamental.2020.234f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Letras, Araguaína, 2020. http://hdl.handle.net/11612/2221 pt_BR Open Access application/pdf application/pdf Universidade Federal do Tocantins BR Programa de Pós-Graduação em Letras - ProfLetras Araguaína
institution Repositório Institucional - Universidade Federal do Tocantins - UFT
collection RepositorioUFT
language pt_BR
topic Cordel; Letramento Literário; Ensino Fundamental; Práticas de Leitura e de Escrita de Cordel;Literary Literacy; Elementary School; Cordel Reading and Writing Practices
CNPQ::LINGUISTICA, LETRAS E ARTES
spellingShingle Cordel; Letramento Literário; Ensino Fundamental; Práticas de Leitura e de Escrita de Cordel;Literary Literacy; Elementary School; Cordel Reading and Writing Practices
CNPQ::LINGUISTICA, LETRAS E ARTES
Cunha, Angelita Gomes Fontenele Rodrigues da
Práticas de leitura e de escrita: o cordel no ensino fundamental
topic_facet Cordel; Letramento Literário; Ensino Fundamental; Práticas de Leitura e de Escrita de Cordel;Literary Literacy; Elementary School; Cordel Reading and Writing Practices
CNPQ::LINGUISTICA, LETRAS E ARTES
description The present study “Reading and writing practices: cordel in elementary school” discusses cordel writing and reading practices, in an 8th grade class at a public school located in the countryside, in the city of Teresina, in the State of Piauí - PI. This work has as main objective to effect the literary literacy of the students. We emphasize that we chose to work with cord in the classroom in order to foster a closer relationship between students and literature. In addition, we consider the choice of our research object the region in which we live, as the cordel scene is very present and active. Methodologically, we use the steps of the didactic sequence proposed by Rildo Cosson (2018), seeking to adapt them to our reality and our teaching practices. As a theoretical basis we used the following authors, namely: Barros (2015), Bakhtin (1998, 2011, 2019), Barthes (2008), Burke (2010), Candido (2011, 2017), Vigotski (2010), Zumthor (1993, 2005, 2010, 2014) and Cascudo (1984). The research ia grounded on the studies of Barros (2015), Galvão (2002), Marinho and Pinheiro (2012), Pinheiro (2018), Zilberman (1988), Soares (1999), Testa (2015, 118, 2019), Cosson (2018), Ferreira (2014), Carvalho (2004), Clementino Neto (2010, 2011, 2016, 2018, 2019), Fontenele (2019), Lima (2016), Mendes Sobrinho (2006, 2010, 2018, 2019), Vieira (1980, 2020). As a result, we can highlight that students who commonly have difficulties with literary reading and with the production of poetic texts ended up effectively integrating themselves with string readings and with string productions (performed in the classroom). Thus, we verify how much the literature is able to “hook” the young students, mainly due to the issues of orality, language (sometimes less formal) and the themes (which strongly implied the memory and experiences of the cordelistas in this region). Therefore, cordel literature triggered an affective engagement of young students, in a special way, by valuing what students have of them
author_additional Testa, Eliane Cristina
author_additionalStr Testa, Eliane Cristina
format Dissertação
author Cunha, Angelita Gomes Fontenele Rodrigues da
title Práticas de leitura e de escrita: o cordel no ensino fundamental
title_short Práticas de leitura e de escrita: o cordel no ensino fundamental
title_full Práticas de leitura e de escrita: o cordel no ensino fundamental
title_fullStr Práticas de leitura e de escrita: o cordel no ensino fundamental
title_full_unstemmed Práticas de leitura e de escrita: o cordel no ensino fundamental
title_sort práticas de leitura e de escrita: o cordel no ensino fundamental
publisher Universidade Federal do Tocantins
publishDate 2020
url http://hdl.handle.net/11612/2221
_version_ 1787134129255481344
score 11.653393

Registros relacionados