Da leitura à produção de textos: o gênero conto de fadas na escola

• Autor(a) principal: Moraes, Viviane Feitosa de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14472
• topic: Reading; Text production; Fairy tale; Intertextuality; Leitura; Produção de texto; Contos de fada; Intertextualidade; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This research is a result of a proposal given by the Professional Master s Program in Language and Literature Studies (PROFLETRAS), for identifying a daily problematic situation in our school program and hence traces a strategy for a theoretically grounded intervention. That said, I elected as the problematic situation the difficulty that the students from the school I work present regarding the teaching learning process of reading and writing skills. The review of the literature allowed me to reflect about this issue and trace a pedagogical proposal that sets up an attempt to reinvent the meaning of my classes, in order to sensitize and stimulate students to prepare and produce texts of their own with their impressions of style and subjectivity, still respecting their cultural background. Thereby, working with the genre fairy tales through an approach of intertextuality represents a significant resource for reading practice and written production, it also supports a series of linguistic-discursive comprehension activities and encourages reading as fruition and an esthetic-literary enjoyment, moreover, assuming imagination as a socially constructed factor of multiple meanings and that it may contribute to student's development when it accepted to keep the social in sight in the human (re)creation process. In order to precede with this analysis I simply base on the theories that teach about genres of speech and construction of style (BAKHTIN,2003; POSSENTI,1988), social practices of reading and writing (GERALDI,1997,2002; ANTUNES,2003; PETIT,2008,2009). From the observations that were taken in the process of reading and construction of meaning I noticed that if we created more favorable and authentic situations provided specially by literacy projects these students would be more actively engaged in the construction of meaning in their own texts. I come to believe that a better understanding of how students face their own text production would help us find means to enable new and more productive ways to work with texts in the schools.