Narrativas de mistério e de suspense: propostas para a formação do leitor literário
This work focuses on the line of research “Reading and textual production: social diversity and teaching practices” and met the requirements of the Professional Master’s Program in Languages - Profletras, in carrying out an intervention activity with students. For this, we chose the literary r...
| Autor principal: | Lima, Elitânia Vieira |
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| Idioma: | pt_BR |
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2021
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http://hdl.handle.net/11612/2930 |
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ir-11612-2930 |
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ir-11612-29302021-08-17T06:01:26Z Narrativas de mistério e de suspense: propostas para a formação do leitor literário Lima, Elitânia Vieira Medeiros, Valéria da Silva Letramento literário; Leitura compartilhada; Sequência Básica; Formação de leitor; Literary literacy; Shared reading; Basic Sequence; Reader training CNPQ::LINGUISTICA, LETRAS E ARTES This work focuses on the line of research “Reading and textual production: social diversity and teaching practices” and met the requirements of the Professional Master’s Program in Languages - Profletras, in carrying out an intervention activity with students. For this, we chose the literary reading contemplated in the literary genres short story, novella and novel, with the themes of mystery and thriller, as an object of study capable of contributing to the formation of the literary reader. In this study, we intend to show that it is possible to train readers at school with reading practices and through works mediated and supported by efficient methods. The research was developed with students from the 6th year of elementary school in a public school in the municipality of Buriticupu, in the state of Maranhão. So, it was necessary to find a method that was able to respond to the question: How can reading practices of mysteries and thriller stories contribute to the formation of the literary reader? To this end, Action Research and the qualitative approach proved to be more adequate to achieve the general objective, which aimed to analyze and problematize the implications of literary reading practices of mystery and thriller texts, without losing sight of competences and skills. Designed for this type of practice with the students in question. And so we chose the following works for this analysis: the novella by author Alexandre de Castro Gomes, “Who killed Saci?”; the novel by the authors Martin Widmark and Helena Willis, with the title "The mystery at school" and the short story by the author Flávio de Morais, in "The lesson of the skull". To use these literary genres, we follow the steps of the basic sequence of Cosson (2018), which proposes the following moments: Motivation, Introduction, Reading and Interpretation. As for the theoretical framework, we join the theories of Moisés (2001), Soares (2000), Cosson (2018), Graça Paulino (2004), Colomer (2007), and others. With this research, students immersed themselves in the literary universe, by reading and sharing the readings in the mediated process at the same time that we form a community of readers in the classroom, guaranteeing them the creation of links with literary reading, because their constant practice makes it possible to better understand the world of languages. Este trabalho concentra-se na linha de pesquisa “Leitura e produção textual: diversidade social e práticas docentes” e atendeu uma exigência do Mestrado Profissional em Letras - Profletras, na realização de uma atividade interventiva com os alunos. Para isso, escolhemos a leitura literária contemplada nos gêneros literários conto, novela e romance, com os temas mistérios e suspense, como objeto de estudo capaz de contribuir para a formação do leitor literário. No estudo, pretendemos mostrar que é possível formar leitores na escola com práticas de leituras e por meio de trabalhos mediados e sustentados por métodos eficientes. A pesquisa foi desenvolvida com estudantes do 6º ano do Ensino Fundamental em uma escola pública no município de Buriticupu, no estado do Maranhão. Então, foi necessário encontrar um método que desse conta de responder à problematização: De que forma práticas de leitura de narrativas de mistérios e de suspenses podem contribuir para a formação do leitor literário? Para tanto, a Pesquisa-Ação e a abordagem qualitativa se mostraram mais adequadas para atingir o objetivo geral, que pretendia analisar e problematizar as implicações das práticas de leitura literária de textos de mistérios e de suspenses, não perdendo de vista as competências e as habilidades projetadas para esse tipo de prática com os alunos em questão. E assim escolhemos para esta análise as seguintes leituras: a novela do autor Alexandre de Castro Gomes, “Quem matou o Saci?”; o romance dos autores Martin Widmark e Helena Willis, com o título “O mistério na escola” e o conto do autor Flávio de Morais, em “A lição da caveira”. Para utilizar esses gêneros literários, seguimos os passos da sequência básica de Cosson (2018), que propõe os seguintes momentos: Motivação, Introdução, Leitura e Interpretação. Quanto ao referencial teórico, filiamo-nos às teorizações de Moisés (2001), de Soares (2000), de Cosson (2018), de Graça Paulino (2004), de Colomer (2007), e dentre outros. Com esta pesquisa, os alunos mergulharam no universo literário, ao ler e ao compartilhar as leituras no processo mediado ao mesmo tempo em que formamos uma comunidade de leitores em sala de aula, garantindo a eles a criação de vínculos com a leitura literária, pois sua prática constante possibilita compreender melhor o mundo das linguagens. 2021-07-14T14:47:34Z 2021-07-14T14:47:34Z 2021-03-23 LIMA, Elitânia Vieira. Narrativas de mistério e de suspense: propostas para a formação do leitor literário. 2021.132f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Letras, Araguaína, 2021. http://hdl.handle.net/11612/2930 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Letramento literário; Leitura compartilhada; Sequência Básica; Formação de leitor; Literary literacy; Shared reading; Basic Sequence; Reader training CNPQ::LINGUISTICA, LETRAS E ARTES |
| spellingShingle |
Letramento literário; Leitura compartilhada; Sequência Básica; Formação de leitor; Literary literacy; Shared reading; Basic Sequence; Reader training CNPQ::LINGUISTICA, LETRAS E ARTES Lima, Elitânia Vieira Narrativas de mistério e de suspense: propostas para a formação do leitor literário |
| topic_facet |
Letramento literário; Leitura compartilhada; Sequência Básica; Formação de leitor; Literary literacy; Shared reading; Basic Sequence; Reader training CNPQ::LINGUISTICA, LETRAS E ARTES |
| description |
This work focuses on the line of research “Reading and textual production: social diversity and
teaching practices” and met the requirements of the Professional Master’s Program in
Languages - Profletras, in carrying out an intervention activity with students. For this, we chose
the literary reading contemplated in the literary genres short story, novella and novel, with the
themes of mystery and thriller, as an object of study capable of contributing to the formation of
the literary reader. In this study, we intend to show that it is possible to train readers at school
with reading practices and through works mediated and supported by efficient methods. The
research was developed with students from the 6th year of elementary school in a public school
in the municipality of Buriticupu, in the state of Maranhão. So, it was necessary to find a method
that was able to respond to the question: How can reading practices of mysteries and thriller
stories contribute to the formation of the literary reader? To this end, Action Research and the
qualitative approach proved to be more adequate to achieve the general objective, which aimed
to analyze and problematize the implications of literary reading practices of mystery and thriller
texts, without losing sight of competences and skills. Designed for this type of practice with the
students in question. And so we chose the following works for this analysis: the novella by
author Alexandre de Castro Gomes, “Who killed Saci?”; the novel by the authors Martin
Widmark and Helena Willis, with the title "The mystery at school" and the short story by the
author Flávio de Morais, in "The lesson of the skull". To use these literary genres, we follow
the steps of the basic sequence of Cosson (2018), which proposes the following moments:
Motivation, Introduction, Reading and Interpretation. As for the theoretical framework, we join
the theories of Moisés (2001), Soares (2000), Cosson (2018), Graça Paulino (2004), Colomer
(2007), and others. With this research, students immersed themselves in the literary universe,
by reading and sharing the readings in the mediated process at the same time that we form a
community of readers in the classroom, guaranteeing them the creation of links with literary
reading, because their constant practice makes it possible to better understand the world of
languages. |
| author_additional |
Medeiros, Valéria da Silva |
| author_additionalStr |
Medeiros, Valéria da Silva |
| author |
Lima, Elitânia Vieira |
| title |
Narrativas de mistério e de suspense: propostas para a formação do leitor literário |
| title_short |
Narrativas de mistério e de suspense: propostas para a formação do leitor literário |
| title_full |
Narrativas de mistério e de suspense: propostas para a formação do leitor literário |
| title_fullStr |
Narrativas de mistério e de suspense: propostas para a formação do leitor literário |
| title_full_unstemmed |
Narrativas de mistério e de suspense: propostas para a formação do leitor literário |
| title_sort |
narrativas de mistério e de suspense: propostas para a formação do leitor literário |
| publishDate |
2021 |
| url |
http://hdl.handle.net/11612/2930 |
| _version_ |
1787134538388865024 |
| score |
11.653393 |