A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota
In this research, we understand the storytelling in the classroom as a transdisciplinary possibility for the teaching of literature in the formation of the literary reader. In order to do so, the general objective was: To experience storytelling in the classroom as well as in how this result can con...
| Autor principal: | Melian, Valdivina Telia Rosa de |
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| Idioma: | pt_BR |
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2018
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http://hdl.handle.net/11612/921 |
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ir-11612-921 |
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ir-11612-9212019-05-25T06:19:18Z A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota Melian, Valdivina Telia Rosa de Cordeiro, André Teixeira Ensino de literatura Letramento literário Contação de histórias Interdisciplinaridade Transdisciplinaridade Literature teaching Literary literacy Storytelling Interdisciplinarity Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO In this research, we understand the storytelling in the classroom as a transdisciplinary possibility for the teaching of literature in the formation of the literary reader. In order to do so, the general objective was: To experience storytelling in the classroom as well as in how this result can contribute to the practice of literary literacy. The specific objectives were: 1) To practice the teaching of literature through workshops with oral narratives, so that storytelling could become a link in the formation of the literary reader. 2) To experience literary literacy through reading workshops; 3) To develop a taste for the reading of children's and juvenile’s literature and also cordel literature, with recitation of the “mysterious peacock” booklet; 4) To know the practice of literary literacy that permeates the teaching professional at the Léia Raquel Dias Mota Municipal School. It is an action research and a case study, carried out in a school of the municipal grid, in the city of Araguaína/TO. These choices are justified because we believe that action-research given its configuration of a participatory manner would represent a viable path for the achievement of our workshops; And the case study because it is an experiment focused on a delimited space and time. We primarily carried out a bibliographical review for us to search for an approach and a theoretical foundation in relation to our theme with the focus on literacy, literary literacy, the link between literature teaching through storytelling as a transdisciplinary possibility. Thus, the literary literacy was accomplished through storytelling workshops to the students of the 4th year of elementary school in the Léia Raquel Dias Mota Municipal School, in the city of Araguaína, Tocantins. For this study, in terms of literary literacy, we used as theoretical framework the contributions of Street (1984), Street (2014), Soares (2014), Kleiman (1995) and Cosson (2014). About the formation of a literary reader, we used the studies of Cramer (2001), Freire (2001), Maia (2007), Antunes (2007), Solé (1998), Lerner (2002) and Coelho (2000), among others. To discuss interdisciplinarity we refered to Japiassu (2006) and Sommerman (2006) among others; On transdisciplinarity we sought contribution in Santos (2009), Morin (2007), D'ambrosio (1997), and Ferreira (2007). In relation to storytelling, we sought to guide ourselves by the theorists Ariès (2012), Burke (1992), Benjamin (1987), Coelho (1989), Bakhtin (2014), Riter (2009), Lajolo & Zilberman (2007), Galhardo 2012), Simonsen (1987), Barnett (2005), Busatto (2013), Parra (2015), Oliveira (2008), Bettelheim (2002) and others. As for action-research, we have the notes of Thiollent (2011), Pimenta and Ghedin (2012), Gil (2014), Demo (2011), Rampazzo (2009). The results of the research revealed that the pedagogical practice in the transdisciplinary view, having the storytelling in the classroom as a methodological proposal, represents a possibility of literary literacy practice in the perspective of the formation of the literary reader. Neste trabalho, compreendemos a contação de histórias em sala de aula como uma possibilidade transdisciplinar para o ensino de literatura na formação do leitor literário. Para tanto, o objetivo geral foi: Experienciar a contação de histórias em sala de aula e como esse resultado pode contribuir para a prática do letramento literário. Os objetivos específicos foram: 1) Praticar o ensino de literatura por meio de oficinas com narrativas orais, de forma que a contação de histórias seja um elo na formação do leitor literário. 2) Vivenciar o letramento literário por meio de oficinas de leituras; 3) Desenvolver o gosto pela leitura de obras da literatura infantil e juvenil e literatura de cordel, com recitação do folheto pavão misterioso; 4) Conhecer a prática do letramento literário que permeia o fazer docente na Escola Municipal Léia Raquel Dias Mota. Trata-se de uma pesquisa-ação e um estudo de caso, realizado numa escola da rede municipal, na cidade de Araguaína/TO. Estas escolhas se justificam por acreditarmos que a pesquisa-ação dada a sua configuração ser de forma participativa representaria um caminho viável para a realização de nossas oficinas; e o estudo de caso por se tratar de um experimento voltado para um espaço e tempo delimitado. Realizamos, primeiramente, uma revisão bibliográfica para buscarmos uma abordagem e fundamentação teórica em relação à nossa temática com o foco no letramento, letramento literário, a ligação entre o ensino de literatura por meio da contação de histórias como possibilidade transdisciplinar. Assim sendo, o letramento literário foi realizado por meio de oficinas de contação de histórias para os alunos do 4º ano do ensino fundamental na escola Municipal Léia Raquel Dias Mota, na cidade de Araguaína, Tocantins. Para este estudo, no que se refere ao letramento e letramento literário utilizamos como aporte teórico as contribuições de Street (1984), Street (2014), Soares (2014), Kleiman (1995) e Cosson (2014). Sobre a formação de leitor literário, recorremos aos estudos de Cramer (2001), Freire (2001), Maia (2007), Antunes (2007), Solé (1998), Lerner (2002), Coelho (2000), dentre outros. Para discorrer sobre a interdisciplinaridade recorremos a Japiassu (2006) e Sommerman (2006) dentre outros; sobre a transdisciplinaridade buscamos aporte em Santos (2009), Morin (2007), D’ambrosio (1997), Ferreira (2007). Em relação à contação de histórias, procuramos nos orientar pelos teóricos Ariès (2012), Burke (1992), Benjamin (1987), Coelho (1989), Bakhtin (2014), Riter (2009), Lajolo & Zilberman (2007), Galhardo (2012), Simonsen (1987), Barnett (2005), Busatto (2013), Parra (2015), Oliveira (2008), Bettelheim (2002) e outros mais. No que se refere à pesquisa-ação, temos os apontamentos de Thiollent (2011), Pimenta e Ghedin (2012), Gil (2014), Demo (2011), Rampazzo (2009). Os resultados da pesquisa revelaram que a prática pedagógica na visão transdisciplinar, tendo a contação de histórias em sala de aula como uma proposta metodológica, representa uma possibilidade de prática de letramento literário na perspectiva da formação do leitor literário. 2018-04-25T17:32:28Z 2018-04-25T17:32:28Z 2016-11-28 MELIAN, Valdivina Telia Rosa de. A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota.2016. 187f. Dissertação (Mestrado em Letras: ensino de Língua e Literatura) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Letras: ensino de Língua e Literatura, Araguaína, 2016. http://hdl.handle.net/11612/921 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Ensino de literatura Letramento literário Contação de histórias Interdisciplinaridade Transdisciplinaridade Literature teaching Literary literacy Storytelling Interdisciplinarity Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| spellingShingle |
Ensino de literatura Letramento literário Contação de histórias Interdisciplinaridade Transdisciplinaridade Literature teaching Literary literacy Storytelling Interdisciplinarity Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO Melian, Valdivina Telia Rosa de A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota |
| topic_facet |
Ensino de literatura Letramento literário Contação de histórias Interdisciplinaridade Transdisciplinaridade Literature teaching Literary literacy Storytelling Interdisciplinarity Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| description |
In this research, we understand the storytelling in the classroom as a transdisciplinary possibility for the teaching of literature in the formation of the literary reader. In order to do so, the general objective was: To experience storytelling in the classroom as well as in how this result can contribute to the practice of literary literacy. The specific objectives were: 1) To practice the teaching of literature through workshops with oral narratives, so that storytelling could become a link in the formation of the literary reader. 2) To experience literary literacy through reading workshops; 3) To develop a taste for the reading of children's and juvenile’s literature and also cordel literature, with recitation of the “mysterious peacock” booklet; 4) To know the practice of literary literacy that permeates the teaching professional at the Léia Raquel Dias Mota Municipal School. It is an action research and a case study, carried out in a school of the municipal grid, in the city of Araguaína/TO. These choices are justified because we believe that action-research given its configuration of a participatory manner would represent a viable path for the achievement of our workshops; And the case study because it is an experiment focused on a delimited space and time. We primarily carried out a bibliographical review for us to search for an approach and a theoretical foundation in relation to our theme with the focus on literacy, literary literacy, the link between literature teaching through storytelling as a transdisciplinary possibility. Thus, the literary literacy was accomplished through storytelling workshops to the students of the 4th year of elementary school in the Léia Raquel Dias Mota Municipal School, in the city of Araguaína, Tocantins. For this study, in terms of literary literacy, we used as theoretical framework the contributions of Street (1984), Street (2014), Soares (2014), Kleiman (1995) and Cosson (2014). About the formation of a literary reader, we used the studies of Cramer (2001), Freire (2001), Maia (2007), Antunes (2007), Solé (1998), Lerner (2002) and Coelho (2000), among others. To discuss interdisciplinarity we refered to Japiassu (2006) and Sommerman (2006) among others; On transdisciplinarity we sought contribution in Santos (2009), Morin (2007), D'ambrosio (1997), and Ferreira (2007). In relation to storytelling, we sought to guide ourselves by the theorists Ariès (2012), Burke (1992), Benjamin (1987), Coelho (1989), Bakhtin (2014), Riter (2009), Lajolo & Zilberman (2007), Galhardo 2012), Simonsen (1987), Barnett (2005), Busatto (2013), Parra (2015), Oliveira (2008), Bettelheim (2002) and others. As for action-research, we have the notes of Thiollent (2011), Pimenta and Ghedin (2012), Gil (2014), Demo (2011), Rampazzo (2009). The results of the research revealed that the pedagogical practice in the transdisciplinary view, having the storytelling in the classroom as a methodological proposal, represents a possibility of literary literacy practice in the perspective of the formation of the literary reader. |
| author_additional |
Cordeiro, André Teixeira |
| author_additionalStr |
Cordeiro, André Teixeira |
| author |
Melian, Valdivina Telia Rosa de |
| title |
A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota |
| title_short |
A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota |
| title_full |
A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota |
| title_fullStr |
A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota |
| title_full_unstemmed |
A formação do leitor literário: um olhar sobre a Escola Municipal Léia Raquel Dias Mota |
| title_sort |
formação do leitor literário: um olhar sobre a escola municipal léia raquel dias mota |
| publishDate |
2018 |
| url |
http://hdl.handle.net/11612/921 |
| _version_ |
1787134362903379968 |
| score |
11.653393 |