Diálogos intertextuais na sala de aula: as arcas de Noé e a formação de leitores literários no 1º ano do ensino fundamental.

• Autor(a) principal: Oliveira , Maria das Graças Bernardo de
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3718
• topic: Formação de leitores; Intertextualidade; Leitura Literária; Poema; LINGUISTICA, LETRAS E ARTES::LETRAS

The relevance of the literary text for the formation of readers in the broadest sense of the term (those who read, assign meanings and, mainly, establish dialogues between school texts and everyday texts), from the initial grades of elementary school, in confrontation with the reality of teaching and learning Portuguese Language (LP) in the municipal public school, are at the heart of this research. And it articulates the academic reflections on literary reading and the official / didactic guidelines at the national and municipal level on reading, for analysis and proposition of didactic instruments that make feasible / potentiate the teaching-learning of it, under the prism of intertextuality. Thus, we aim to analyze the didactic guidance instruments available to the teacher (municipal teaching plan and the teacher and didactic book / notebooks), noting how they contribute to teaching reading learning and proposing reading workshops, under the intertextual approach, from the literary works Noah's Ark by Ruth Rocha and Vinicius de Moraes. And in this way, contribute to the development of reading competence of students in the 1st year of elementary school, leading them to perceive the dialogue between texts from the school universe and other texts and with their own life experiences. The research was based on the studies of Cosson (2018), Brazil (2012, 2017), Soares (2018), Ferrero and Teberosky (1986), Marcuschi 2001, 2008) on the teaching of Portuguese Language; Cosson (2018), Gregorin Filho (2009), Zilberman and Magalhães (1984), Kleiman (2016) on literary literacy; Kristeva (1974), Bakhtin (1984, 1997), Koch, Bentes, Cavalcante (2012) on intertextuality and Pinheiro (2018), Sorrenti (2013), Baldi (2009) on poetry, among others. From a methodological point of view, this study was configured as a propositional theoretical research with bibliographical and documentary analysis, under a qualitative approach, whose purpose is to present information and contributions on the theme (Gil, 2006). The study was carried out from the survey, systematization and analysis of official documents and didactic resources, ending with the proposition of literary reading workshops. It was concluded that between the studies on literary reading in the early years and the training of readers, what the official documents prescribe / guide, among them, those of the national and municipal scope, there is no disagreement as these documents see it as an instrument of citizenship, experiences and questions.