De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) |
Texto Completo: | http://repositorio.uem.br:8080/jspui/handle/1/4341 |
Resumo: | When we ministered literature classes for High School groups, we realized that most students don't appreciate poetic texts because they consider them difficult to understand. How can we make them interested in poetry? After successful experiments involving the approach of cordel literature, we realized the compositional structure of this discursive genre can raise students awareness to the poetic language. So, we chose to produce for this dissertation an "expanded sequence of reading", destined to students at the seventh grade in Elementary School, approaching the cordel literature. This proposal, in addition to attending the need to produce didactic material focused on poetry, meets another deficiency observed in schools: the one that approaches literary literacy - as Candido (2011), Compagnon (2009), Cosson (2014) and Michelleti (2000) emphasized - and, especially, the non-canonical literature - according to Abreu (2006). To prepare this material we chose the philosophical tale by Antoine de Saint-Exupéry, The Little Prince (1943), and its cordel version which was published in 2015, by Josué Limeira, a cordelist from Pernambuco. The contextualization of the selected literary works resulted from the researchers conducted by Munhoz (2014) about the French writer s life and work and interviews granted by the cordelist and illustrator of The Little Prince in Cordel (2015). To conceptualize and analyze the discursive genres to which these literary works belong, we rely on Cortázar (2013), Bosi (1989) and Aragão (1985), authors who deal with the theory of the tale, also Abreu (2006), Evaristo (2011) and Marinho, and Pinheiro (2012), authors who deal with the appreciation of the cordel and non-canonical literature. To elaborate the activities, we analyzed the two statements following the reading steps suggested by Cosson (2014) and Micheletti (2000), and rediscussed by Corsi (2015), observing the elements which, according to Bakhtin (2003), represent the discursive genres - "thematic content," "compositional structure," and "style." The analysis of the intertextual relations between the literary works was performed from the studies of Kristeva (1974), Nitrini (2000), Jenny (1979), Samoyault (2008) and from the hypertextual and hyperesthetic categories of Genette (1989). According to what is in our proposal, based on Rildo Cosson s proposals (2014), the emphasis is on the dialogue between the texts addressed, their structural specificities, the appreciation of cordel literature, the relations between the epic genre - the one that joins the cordel - and the lyrical genre, using other discursive genres and audiovisual resources to explore the thematic content and contextualize as literary works. After the reading activities and interpretation of the statements, the students are invited to produce their own cordel literature, so that, throught a poetic way of writing, they can become more sensitive and receptive for the compositions they will come across their lives. |
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De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno PríncipeLiteratura de cordelLetramento literário.IntertextualidadeO Pequeno PríncipeO Pequeno Príncipe em CordelBrasil.Cordel literatureLiterary literacyIntertextualityThe Little PrinceThe Little Prince in CordelBrazil.Linguística, Letras e ArtesLetrasWhen we ministered literature classes for High School groups, we realized that most students don't appreciate poetic texts because they consider them difficult to understand. How can we make them interested in poetry? After successful experiments involving the approach of cordel literature, we realized the compositional structure of this discursive genre can raise students awareness to the poetic language. So, we chose to produce for this dissertation an "expanded sequence of reading", destined to students at the seventh grade in Elementary School, approaching the cordel literature. This proposal, in addition to attending the need to produce didactic material focused on poetry, meets another deficiency observed in schools: the one that approaches literary literacy - as Candido (2011), Compagnon (2009), Cosson (2014) and Michelleti (2000) emphasized - and, especially, the non-canonical literature - according to Abreu (2006). To prepare this material we chose the philosophical tale by Antoine de Saint-Exupéry, The Little Prince (1943), and its cordel version which was published in 2015, by Josué Limeira, a cordelist from Pernambuco. The contextualization of the selected literary works resulted from the researchers conducted by Munhoz (2014) about the French writer s life and work and interviews granted by the cordelist and illustrator of The Little Prince in Cordel (2015). To conceptualize and analyze the discursive genres to which these literary works belong, we rely on Cortázar (2013), Bosi (1989) and Aragão (1985), authors who deal with the theory of the tale, also Abreu (2006), Evaristo (2011) and Marinho, and Pinheiro (2012), authors who deal with the appreciation of the cordel and non-canonical literature. To elaborate the activities, we analyzed the two statements following the reading steps suggested by Cosson (2014) and Micheletti (2000), and rediscussed by Corsi (2015), observing the elements which, according to Bakhtin (2003), represent the discursive genres - "thematic content," "compositional structure," and "style." The analysis of the intertextual relations between the literary works was performed from the studies of Kristeva (1974), Nitrini (2000), Jenny (1979), Samoyault (2008) and from the hypertextual and hyperesthetic categories of Genette (1989). According to what is in our proposal, based on Rildo Cosson s proposals (2014), the emphasis is on the dialogue between the texts addressed, their structural specificities, the appreciation of cordel literature, the relations between the epic genre - the one that joins the cordel - and the lyrical genre, using other discursive genres and audiovisual resources to explore the thematic content and contextualize as literary works. After the reading activities and interpretation of the statements, the students are invited to produce their own cordel literature, so that, throught a poetic way of writing, they can become more sensitive and receptive for the compositions they will come across their lives.Ao ministrarmos aulas de literatura para turmas de Ensino Médio, constatamos que grande parte dos alunos não aprecia textos poéticos, pois os consideram de difícil compreensão. Como despertar o interesse pela leitura de poesia? Após experiências exitosas, envolvendo a abordagem da literatura de cordel, percebemos que a estrutura composicional desse gênero discursivo pode sensibilizar os alunos para a linguagem poética. Desse modo, optamos por produzir, para esta dissertação, uma sequência expandida de leitura , destinada a alunos do 7º ano do Ensino Fundamental II, abordando a literatura de cordel. Esta proposta, além de atender à necessidade de produção de material didático voltado para a poesia, vem ao encontro de outra carência observada nas escolas: a de se abordar o letramento literário como ressaltam Candido (2011), Compagnon (2009), Cosson (2014) e Michelleti (2000) e, especialmente, a literatura não canônica conforme assevera Abreu (2006). Para elaboração desse material, escolhemos o conto filosófico de Antoine de Saint-Exupéry, O Pequeno Príncipe (1943), e sua versão em cordel, publicada pelo cordelista pernambucano Josué Limeira, em 2015. A contextualização das obras selecionadas se deu a partir das pesquisas realizadas por Munhoz (2014) sobre a vida e obra do escritor francês e de entrevistas concedidas pelo cordelista e pelo ilustrador de O Pequeno Príncipe em Cordel (2015). Para conceituarmos e analisarmos os gêneros discursivos a que pertencem as obras, recorremos a Cortázar (2013), Bosi (1989) e Aragão (1985), que abordam a teoria do conto, e a Abreu (2006), Evaristo (2011) e Marinho e Pinheiro (2012), que tratam da valorização do cordel e da literatura não canônica. Para a elaboração das atividades, analisamos os dois enunciados, seguindo as etapas de leitura sugeridas por Cosson (2014), Michelleti (2000) e rediscutidas por Corsi (2015), observando os elementos que, segundo Bakhtin (2003), constituem os gêneros discursivos conteúdo temático , estrutura composicional e estilo . A análise das relações intertextuais entre as obras foi realizada a partir dos estudos de Kristeva (1974), Nitrini (2000), Jenny (1979), Samoyault (2008) e das categorias hipertextuais e hiperestéticas de Genette (1989). Os encaminhamentos previstos em nossa proposta, embasados nas proposições de Rildo Cosson (2014), ressaltam o diálogo entre os textos abordados, suas especificidades estruturais, a valorização da literatura de cordel, as relações entre o gênero épico a que se filia o cordel e o gênero lírico, utilizando outros gêneros discursivos e recursos audiovisuais para explorar o conteúdo temático e contextualizar as obras. Após as atividades de leitura e interpretação dos enunciados, os alunos são convidados a produzirem seus próprios cordéis, para que, também através do fazer poético, estejam mais sensíveis e receptivos às composições com as quais se depararem ao longo de sua vida.182 fUniversidade Estadual de MaringáBrasilPrograma de Pós-Graduação em Mestrado Profissional em LetrasUEMMaringá, PRCentro de Ciências Humanas, Letras e ArtesMargarida da Silveira CorsiCarmen Rodrigues de Lima - UEMGilmei Francisco Fleck - UEOPOliveira, Pedrina Carvalho de2018-04-18T19:46:59Z2018-04-18T19:46:59Z2017info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttp://repositorio.uem.br:8080/jspui/handle/1/4341porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)instname:Universidade Estadual de Maringá (UEM)instacron:UEM2018-10-19T18:31:03Zoai:localhost:1/4341Repositório InstitucionalPUBhttp://repositorio.uem.br:8080/oai/requestopendoar:2024-04-23T14:57:30.064931Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe |
title |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe |
spellingShingle |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe Oliveira, Pedrina Carvalho de Literatura de cordel Letramento literário.Intertextualidade O Pequeno Príncipe O Pequeno Príncipe em Cordel Brasil. Cordel literature Literary literacy Intertextuality The Little Prince The Little Prince in Cordel Brazil. Linguística, Letras e Artes Letras |
title_short |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe |
title_full |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe |
title_fullStr |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe |
title_full_unstemmed |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe |
title_sort |
De Saint-Exupéry a Limeira : uma leitura comparativa de O Pequeno Príncipe |
author |
Oliveira, Pedrina Carvalho de |
author_facet |
Oliveira, Pedrina Carvalho de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Margarida da Silveira Corsi Carmen Rodrigues de Lima - UEM Gilmei Francisco Fleck - UEOP |
dc.contributor.author.fl_str_mv |
Oliveira, Pedrina Carvalho de |
dc.subject.por.fl_str_mv |
Literatura de cordel Letramento literário.Intertextualidade O Pequeno Príncipe O Pequeno Príncipe em Cordel Brasil. Cordel literature Literary literacy Intertextuality The Little Prince The Little Prince in Cordel Brazil. Linguística, Letras e Artes Letras |
topic |
Literatura de cordel Letramento literário.Intertextualidade O Pequeno Príncipe O Pequeno Príncipe em Cordel Brasil. Cordel literature Literary literacy Intertextuality The Little Prince The Little Prince in Cordel Brazil. Linguística, Letras e Artes Letras |
description |
When we ministered literature classes for High School groups, we realized that most students don't appreciate poetic texts because they consider them difficult to understand. How can we make them interested in poetry? After successful experiments involving the approach of cordel literature, we realized the compositional structure of this discursive genre can raise students awareness to the poetic language. So, we chose to produce for this dissertation an "expanded sequence of reading", destined to students at the seventh grade in Elementary School, approaching the cordel literature. This proposal, in addition to attending the need to produce didactic material focused on poetry, meets another deficiency observed in schools: the one that approaches literary literacy - as Candido (2011), Compagnon (2009), Cosson (2014) and Michelleti (2000) emphasized - and, especially, the non-canonical literature - according to Abreu (2006). To prepare this material we chose the philosophical tale by Antoine de Saint-Exupéry, The Little Prince (1943), and its cordel version which was published in 2015, by Josué Limeira, a cordelist from Pernambuco. The contextualization of the selected literary works resulted from the researchers conducted by Munhoz (2014) about the French writer s life and work and interviews granted by the cordelist and illustrator of The Little Prince in Cordel (2015). To conceptualize and analyze the discursive genres to which these literary works belong, we rely on Cortázar (2013), Bosi (1989) and Aragão (1985), authors who deal with the theory of the tale, also Abreu (2006), Evaristo (2011) and Marinho, and Pinheiro (2012), authors who deal with the appreciation of the cordel and non-canonical literature. To elaborate the activities, we analyzed the two statements following the reading steps suggested by Cosson (2014) and Micheletti (2000), and rediscussed by Corsi (2015), observing the elements which, according to Bakhtin (2003), represent the discursive genres - "thematic content," "compositional structure," and "style." The analysis of the intertextual relations between the literary works was performed from the studies of Kristeva (1974), Nitrini (2000), Jenny (1979), Samoyault (2008) and from the hypertextual and hyperesthetic categories of Genette (1989). According to what is in our proposal, based on Rildo Cosson s proposals (2014), the emphasis is on the dialogue between the texts addressed, their structural specificities, the appreciation of cordel literature, the relations between the epic genre - the one that joins the cordel - and the lyrical genre, using other discursive genres and audiovisual resources to explore the thematic content and contextualize as literary works. After the reading activities and interpretation of the statements, the students are invited to produce their own cordel literature, so that, throught a poetic way of writing, they can become more sensitive and receptive for the compositions they will come across their lives. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017 2018-04-18T19:46:59Z 2018-04-18T19:46:59Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
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http://repositorio.uem.br:8080/jspui/handle/1/4341 |
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http://repositorio.uem.br:8080/jspui/handle/1/4341 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Mestrado Profissional em Letras UEM Maringá, PR Centro de Ciências Humanas, Letras e Artes |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Mestrado Profissional em Letras UEM Maringá, PR Centro de Ciências Humanas, Letras e Artes |
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Universidade Estadual de Maringá (UEM) |
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UEM |
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Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) |
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Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM) |
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