A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world

• Autor(a) principal: Mendes, Maisa Carla Melo
• Data de Publicação: 2022
• Outros Autores: Teixeira, Isabel Ribeiro do Valle
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Práticas Educativas, Memórias e Oralidades
• Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/6793
• topic: Ensino Médio Integrado; Literatura; Narrativa; Drama; Sequência Didática; Integrated High School; Literature; Narrative; Drama; Following teaching

The offer of new technologies associated with the countless daily activities can distance high school students from literary studies. Thus, it is believed that traditional methodologies are not always effective to encourage students to enter the world of literature. In this context, the present work sought to develop a pedagogical tool, through a didactic sequence, with the purpose of innovating the Literature classes of the 3rd years of the Technical courses in Electrotechnics and Informatics, Integrated to the High School of Professional and Technological Education, of the IFSULDEMINAS, Poços de Caldas (MG) campus. The aim is to present an alternative to Literature teachers, allowing them to deepen literary narratives, in order to arouse greater interest and prominence among students, through a differentiated approach to (re)knowing the genres: narrative (literary) and dramatic (theatrical), as well as reading, writing and (re)telling stories, motivating them within their learning construction processes. The development of this practical proposal took place with third-year students of integrated courses in electrotechnics and information technology, in the second semester of 2020, within the discipline of Portuguese Language and Literature. The activity consisted of a didactic sequence, divided into sequential study modules, adapted for remote classes (COVID-19 pandemic), with representation of a Structuralist rereading, prepared and planned by the students, from a source text (narrative) to a arrival text (dramatic). The entire project is compiled (at the end) in another educational product, a booklet that details a pedagogical practice of literary inclusion, which intends to serve as an alternative for teachers who work with the theme – the culmination of this research.