Discurso literário e ensino: caminho para a formação do leitor literário

• Autor(a) principal: Cappelletti, Emerson
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/14634
• topic: Discurso literário; Prática de ensino; Linguística; Intertextualidade; Analise do discurso literario; Leitura; Lingua portuguesa (Ensino fundamental -- Estudo e ensino; Portuguese language; Literary discourse; Educational practice; Linguistics; Literary education; Shared reading; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

The publication of the Portuguese Language National Curricular Parameters (Parâmetros Curriculares Nacionais PCN) (BRASIL, 1998) for primary education represented a significant stride in reading education in Brazil. Where the underlying learning methodology had once relied on a compendium of literary excerpts models of good writing and reading today journalistic and daily life narrative genres constitute the primary source for the administration of pedagogical activities. The progress secured through this new approach finds no corresponding equivalent in literary education, given the apparent decline of literature s centrality within the curricular parameters of schools and society. Add to the sparse didactic guidance provided in the official document the scarcity of academic research on literary education and discourse. Therein lies the principal objective of this study aimed at corroborating shared designated reading within the framework of the PCN. To this end, we proposed the full application of a didactic sequence, the development of which is driven by theoretical aspects of the Education, Linguistics, and Pragmatics of literary discourse. The strategy gave rise to undertaking a full reading of the British story Alice in Wonderland, translated into Portuguese by Ana Maria Machado. Two groups of students were formed, one which read the story without supervision and another monitored by the researcher as the story was read out loud. We proceeded to compare the results of the study with a view to demonstrating our hypothesis that those students supervised by the researcher and teacher and guided by the didactic sequence displayed greater progress in respect of the literary work s key textual and intertextual elements. We concluded that our hypothesis holds, insofar as shared reading guided by the didactic sequence emerged as an important tool for literary teaching and learning in schools