A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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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 |
Resumo: | 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. |
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A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary worldCenas em cena: uma sequência didática para narrativas literárias contadas através do gênero textual dramáticoEnsino Médio IntegradoLiteraturaNarrativaDramaSequência DidáticaIntegrated High SchoolLiteratureNarrativeDramaFollowing teachingThe 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.O presente trabalho buscou desenvolver uma ferramenta pedagógica, por meio de uma sequência didática, com a finalidade de inovar as aulas de Literatura dos 3ºs anos dos cursos Técnicos em Eletrotécnica e Informática, integrados ao Ensino Médio do IFSULDEMINAS, campus Poços de Caldas (MG). Busca-se apresentar uma alternativa aos professores e professoras de Literatura permitindo-lhes aprofundar as narrativas literárias, no intuito de despertar um maior interesse e protagonismo dos educandos, através de uma abordagem diferenciada ao (re)conhecer os gêneros: narrativo (literário) e dramático (teatral), assim como ler, escrever e (re) contar histórias, motivando-os dentro dos seus processos de construção da aprendizagem. O desenvolvimento desta proposta prática se deu com alunos dos terceiros anos dos cursos integrados em Eletrotécnica e Informática, no segundo semestre de 2020, dentro da disciplina de Língua Portuguesa e Literatura. A atividade consistiu em uma sequência didática, dividida em módulos de estudos sequenciais, adaptados para as aulas remotas (pandemia COVID-19), com representação de uma releitura Estruturalista, elaborada e planejada pelos alunos de um texto de partida (narrativo) para um texto de chegada (dramático). Todo o projeto está compilado (ao final) em outro produto educacional, uma cartilha que detalha uma prática pedagógica de inclusão literária que pretende servir de alternativa a professores que trabalham com o tema – culminância desta pesquisa.EdUECE - Editora da Universidade Estadual do Ceará2022-01-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.uece.br/index.php/revpemo/article/view/679310.47149/pemo.v.4.6793Educational Practices, Memories and Oralities; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e46793Práticas Educativas, Memórias e Oralidades; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e46793Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 4 (2022): Práticas Educativas, Memórias e Oralidades; e467932675-519Xreponame:Práticas Educativas, Memórias e Oralidadesinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/revpemo/article/view/6793/6355https://revistas.uece.br/index.php/revpemo/article/view/6793/8339https://revistas.uece.br/index.php/revpemo/article/view/6793/8877Copyright (c) 2022 Maisa Carla Melo Mendes, Isabel Ribeiro do Valle Teixeirahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMendes, Maisa Carla MeloTeixeira, Isabel Ribeiro do Valle2023-10-03T14:05:45Zoai:ojs.revistas.uece.br:article/6793Revistahttps://revistas.uece.br/index.php/revpemoPUBhttps://revistas.uece.br/index.php/revpemo/oairev.pemo@uece.br2675-519X2675-519Xopendoar:2023-10-03T14:05:45Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world Cenas em cena: uma sequência didática para narrativas literárias contadas através do gênero textual dramático |
title |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world |
spellingShingle |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world Mendes, Maisa Carla Melo Ensino Médio Integrado Literatura Narrativa Drama Sequência Didática Integrated High School Literature Narrative Drama Following teaching |
title_short |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world |
title_full |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world |
title_fullStr |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world |
title_full_unstemmed |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world |
title_sort |
A didactic sequence for literary narratives told through the dramatic textual genre: As an incentive to enter the literary world |
author |
Mendes, Maisa Carla Melo |
author_facet |
Mendes, Maisa Carla Melo Teixeira, Isabel Ribeiro do Valle |
author_role |
author |
author2 |
Teixeira, Isabel Ribeiro do Valle |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mendes, Maisa Carla Melo Teixeira, Isabel Ribeiro do Valle |
dc.subject.por.fl_str_mv |
Ensino Médio Integrado Literatura Narrativa Drama Sequência Didática Integrated High School Literature Narrative Drama Following teaching |
topic |
Ensino Médio Integrado Literatura Narrativa Drama Sequência Didática Integrated High School Literature Narrative Drama Following teaching |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/revpemo/article/view/6793 10.47149/pemo.v.4.6793 |
url |
https://revistas.uece.br/index.php/revpemo/article/view/6793 |
identifier_str_mv |
10.47149/pemo.v.4.6793 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/revpemo/article/view/6793/6355 https://revistas.uece.br/index.php/revpemo/article/view/6793/8339 https://revistas.uece.br/index.php/revpemo/article/view/6793/8877 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Maisa Carla Melo Mendes, Isabel Ribeiro do Valle Teixeira http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Maisa Carla Melo Mendes, Isabel Ribeiro do Valle Teixeira http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf text/xml |
dc.publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
dc.source.none.fl_str_mv |
Educational Practices, Memories and Oralities; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e46793 Práticas Educativas, Memórias e Oralidades; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e46793 Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 4 (2022): Práticas Educativas, Memórias e Oralidades; e46793 2675-519X reponame:Práticas Educativas, Memórias e Oralidades instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Práticas Educativas, Memórias e Oralidades |
collection |
Práticas Educativas, Memórias e Oralidades |
repository.name.fl_str_mv |
Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
rev.pemo@uece.br |
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1801213153504133120 |