Gênero de texto crônica de humor : estratégias didático método lógicas para o ensino de leitura em sala de aula

• Autor(a) principal: Santos, Emelson José Silva dos
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/15468
• topic: Crônicas brasileiras; Humorismo brasileiro; Literatura; Estudo e ensino; Interacionismo sociodiscursivo; Crônicas de humor; Sequências textuais; Sociodiscursive interactionism; Chronicles of humor; Textual sequences

The differences and similarities of the male and female universe is a theme of several chronicles that, often, takes a humorous form. In its plots, it is possible to follow the unusual hypotheses that explore human ridicule when the author, narrator and characters reflect on the role of being a man and a woman in contemporary society. For this, we took to the classroom the experience of reading the chronicles The Truth, The Encounter, The Trapeze Artist and The Alliance, all from the book The Lies that Men Tell by Luís Fernando Veríssimo. The chosen chronicles are configured as linguistic forms of different organizations, presenting different modes of reflective production that explore humor in the face of the treated themes. In this context, we analyze reading strategies of the chronic humorous genre in the light of sociodiscursive interactionism, henceforth, ISD. We focus on the text infrastructure based on the systematization of general coordinates developed by Bronckart (2007), however, we delimit the analytical process to the effects of Adam's textual sequences (2019) and other forms of planning (schemes and scripts) also originated from Bronckart's postulates. We highlight the function of the sequences in the orientation of reading for the generation of humor, exploring the heterogeneous aspect of the text, usually formed by a dominant sequence and other embedded ones. The proposed reading strategy takes into account the functioning of these structures as an instrument to guide reading comprehension. For this, we take into account the placement of teaching practice in a scenario of action research according to Thaollent (2002). The application of the research took place in a school in the municipal district of the city of Coronel João Sá - Bahia, in a class of ninth grade. The conclusions from this experience culminated in the elaboration of a product in the format of a pedagogical notebook, aiming at extending the success of this experience.